IMPROVING STUDENTS’ READING COMPREHENSION OF

REPORT TEXT THROUGH SQ3R TECHNIQUE

(A Classroom Action Research at the Eleventh Grade Students of SMAN 1 Parung in
2016/2017 Academic Year)

A “Skripsi”

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (S-1)

in English Education

Akira Puteri
1112014000006

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful

All praises be to Allah, the Lord of the world, who has given the writer His
mercy, guidance and strength to finish this research paper. Peace and salutation be
upon to the prophet Muhammad, his family, his companions, as well as his followers.

In this occasion, the writer would like to express her greatest appreciation,
honor, and gratitude to her beloved parents for all support, motivation and guidance
during doing this research.

Secondly, the writer would like to address her thank and great gratitude to the
advisors, Nasifudin Jalil, M.Ag. and Devi Yusnita, M.Pd. for the valuable advice,
suggestion, comment and support during conducting this research.

Thirdly, the writer thought that she would never finish this research paper
without their supports and helps. Therefore, her sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational
Sciences.
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English
Education.
4. Ikhwan Setiawan, S.Pd., as the Headmaster of SMAN 1 Parung for giving
permission to the writer to conduct the research.
5. H. Badrudin, S.Pd., as the English Teacher of SMAN 1 Parung, for all
sincere help, time and guidance.
6. The students of XI IPS 1who are willing to contribute their effort during this
research.
7. Eka Putri Wibawanti, Aisyah Athifa Dieny and Azka Zakiyah who always
give supports and helps whenever needed.

v
 8. All beloved friends of DEE A 2012 and HMJ-PBI who have accompanied
the writer’s life during the study in university.
9. All members of Barbar family; Fadhilah Nur Rohmah, Ummi Nurul
Hasanah, Desrinna Noer Lailitsani, Inten Mujizat, Siti Nur Solikha, Nur
Millah Mutsliah, Rizxi Amaliyah, Syara Shidrati and Iyan Cahriyani who
always support the writer to finish this research.
9. All of people, whose name cannot be mentioned for their contribution to the
writer during finishing this research.

Finally, the writer admits that her writing is still far from being perfect.
Therefore, she hopes some suggestion and constructive critique from the reader for
this better research paper. Hopefully, this research paper will be useful not only for
the writer, but also for the reader.

Ciputat, Oktober 10th, 2016

The Writer

Akira Puteri

vi
 ABSTRACT

AKIRA PUTERI (1112014000006), Improving Students’ Reading Comprehension

of Report Text through SQ3R Technique (A Classroom Action Research at the
Eleventh Grade Students of SMAN 1 Parung in 2016/2017 Academic Year),
“Skripsi”, Department of English Education, Faculty of Educational Sciences, State
Islamic University Syarif Hidayatullah Jakarta, 2016.

Keywords : SQ3R Technique, Reading Comprehension

The purpose of this study is to see the empirical evidence about the improvement of
the students’ reading comprehension by using SQ3R Technique. The subject of this
study was XI IPS 1 of SMAN 1 Parung. The Classroom Action Research (CAR)
based on Kurt Lewin Design was used to solve students’ problem in comprehending
text. The Classroom Action Research based on Kurt Lewin’s Design consists of four
phases; planning, acting, observing and reflecting. Further, there are two kinds of data
in this study; qualitative and quantitative data. The qualitative data is derived from
the observation and interview. Meanwhile, the quantitative data can be had from the
pre-test and post-test. The result of observation showed that the students were more
active and motivated. It can be proven from the students that involved themselves
during the learning process actively. They also could answer the question given by
the teacher. Moreover, the result of interview showed that students’ reading
comprehension of report text has improved. This technique made them easier to
comprehend the text. Furthermore, the test results showed that in the pre-test there
were only 3 students or 8.3% students passed the KKM with 60 as the mean score.
Then, in post-test 1, there were 13 students or 36.1% students passed the KKM with
74.7 as the mean score. Next, in post-test 2, there were 30 students passed the KKM
with 83.6 as the mean score. It showed significant improvement where 83.3% of the
students could reach scores more than seventy six (76) and has achieved the criterion
of success. Based on the result above, it is concluded that the students’ reading
comprehension could be improved by using SQ3R technique.

vii
 ABSTRAK

AKIRA PUTERI (1112014000006), Improving Students’ Reading Comprehension

of Report Text through SQ3R Technique (A Classroom Action Research at the
Eleventh Grade Students of SMAN 1 Parung in 2016/2017 Academic Year), Skripsi,
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam
Negeri Syarif Hidayatullah Jakarta, 2016.

Kata Kunci : Teknik SQ3R, Pemahaman Membaca

Tujuan penelitian ini adalah untuk melihat bukti empiris mengenai peningkatan
kemampuan membaca siswa dengan menggunakan teknik SQ3R. Subjek dari
penelitian ini adalah kelas XI IPS 1 SMAN 1 Parung. Penelitian Tindakan Kelas
berdasarkan pada desain Kurt Lewin digunakan untuk mengatasi masalah siswa
dalam memahami teks. Penelitian tindakan kelas berdasarkan desain Kurt Lewin
terdiri dari empat fase; perencanaan, pelaksanaan, pengamatan dan refleksi.
Selanjutnya, terdapat dua jenis data dalam penelitian ini; data kualitatif dan
kuantitatif. Data kualitatif didapatkan dari observasi dan wawancara. Sedangkan data
kuantitatif didapatkan dari pre-test dan post-test. Hasil observasi menunjukan bahwa
siswa terlihat menjadi lebih aktif dan lebih termotivasi. Hal ini dapat dilihat dari
jumlah siswa yang melibatkan diri mereka selama proses pembelajaran secara aktif.
Mereka juga dapat menjawab pertanyaan yang diberikan oleh guru. Selain itu, hasil
dari wawancara menunjukan bahwa kemampuan membaca siswa telah meningkat.
Teknik ini membuat mereka lebih mudah memahami teks. Selanjutnya, hasil dari teks
menunjukan bahwa pada pre-test hanya terdapat 3 siswa atau 8,3% siswa bisa
melampaui KKM dengan nilai rata-rata 60. Kemudian, pada post-test 1 terdapat 13
siswa atau 36,1% siswa bisa melampaui KKM dengan nilai rata-rata 74,7.
Selanjutnya, pada post-test 2 terdapat 30 siswa bisa melampaui KKM dengan nilai
rata-rata 83,6. Hal tersebut menunjukan peningkatan yang signifikan dimana 83,3%
siswa mendapatkan nilai lebih dari tujuh puluh enam (76). Berdasarkan data diatas,
dapat disimpulkan bahwa kemampuan membaca siswa dapat ditingkatkan dengan
menggunakan teknik SQ3R.

viii
 TABLE OF CONTENTS

APPROVAL SHEET .......................................................................................... ii

ENDORSEMENT SHEET ................................................................................ iii

SURAT PERNYATAAN KARYA SENDIRI ................................................... iv

ACKNOWLEDGEMENT ................................................................................. v

ABSTRACT ......................................................................................................... vii

ABSTRAK .......................................................................................................... viii

TABLE OF CONTENTS ................................................................................... ix

LIST OF TABLES ............................................................................................. xii

LIST OF FIGURES ........................................................................................... xiii

LIST OF APPENDICES ................................................................................... xiv

CHAPTER I. INTRODUCTION ................................................................. 1

A. Background of the Study .................................................... 1

B. Identification of the Problem .............................................. 4

C. Research Focus ................................................................... 4

D. Research Questions ............................................................. 4

E. Objective of the Study ......................................................... 4

F. Significances of the Study ................................................... 5

CHAPTER II. THEORETICAL FRAMEWORK ........................................ 6

A. Reading ............................................................................... 6

1. Definition of Reading ...................................................... 6

2. Definition of Reading Comprehension ............................ 7

ix
 3. Purpose of Reading ......................................................... 8

4. Reading Activities ........................................................... 9

5. Teaching Reading ........................................................... 10

B. SQ3R Technique ................................................................. 11

1. Definition of SQ3R Technique ....................................... 11

2. The Steps of SQ3R Technique ........................................ 11

3. The Advantages of Using SQ3R Technique ................... 14

4. The Disadvantages of Using SQ3R Technique ............... 14

C. Report Text ......................................................................... 14

1. Definition of Report Text................................................. 14

2. Purposes of Report Text .................................................. 15

3. The Generic Structure of Report Text ............................. 15

D. The Previous Study ............................................................. 17

E. Thinking Framework ........................................................... 18

CHAPTER III. RESEARCH METHODOLOGY ........................................... 20

A. The Place and Time of the Study ........................................ 20

B. The Method and Design of the Study ................................. 21

C. The Subject of the Study ..................................................... 21

D. The Writer’s Role on the Study .......................................... 22

E. The Research Procedure ...................................................... 22

F. The Technique of Data Collecting ...................................... 24

G. The Technique of Data Analysis ......................................... 25

H. Trustworthiness ................................................................... 27

I. The Criterion of Action Research ......................................... 27

x
CHAPTER IV. RESEARCH FINDING .......................................................... 28

A. Research Finding ................................................................ 28

1. Pre-Implementing the Action ........................................... 28

2. The Implementation of Classroom Action Research ....... 32

3. Post-Implementing the Action ......................................... 42

B. Research Interpretation ....................................................... 49

1. Pre-Implementing the Action ........................................... 49

2. The Implementation of Classroom Action Research ....... 50

3. Post-Implementing the Action ......................................... 52

CHAPTER V. CONCLUSION AND SUGGESTION ................................... 54

A. Conclusion .......................................................................... 54

B. Suggestion ........................................................................... 55

REFERENCES ................................................................................................... 56

APPENDICES .................................................................................................... 59

xi
 LIST OF TABLES

Table 3.1 The Schedule of the Study ................................................................. 20

Table 4.1 Students’ Score in Pre-Action Test .................................................... 31

Table 4.2 The Comparison Scores of Pre-Action Test, Post-Action Test 1 and
Post-Action Test 2 .............................................................................. 47

xii
 LIST OF FIGURES

Figures 3.1 Kurt Lewin’s Classroom Action Research Design .................................... 21

Figures 4.1 The Percentage of Successful and Unsuccessful Students Passing the
KKM ........................................................................................................... 45

Figures 4.2 The Students’ Score Improvement ............................................................. 47

xiii
 LIST OF APPENDICES

Appendix 1 Syllabus ........................................................................................ 59

Appendix 2 Classroom Observation Checklist ................................................ 80

Appendix 3 Transcription of Classroom Observation ...................................... 82

Appendix 4 Interview Guidelines Before and After CAR) ............................... 88

Appendix 5 Interview Transcript ..................................................................... 92

Appendix 6 Examples of Report text ............................................................... 100

Appendix 7 Pre-Test ........................................................................................ 105

Appendix 8 Post-Test 1 ..................................................................................... 106

Appendix 9 Post-Test 2 ..................................................................................... 107

Appendix 10 SQ3R Worksheet .......................................................................... 108

Appendix 11 SQ3R Scoring Rubric ................................................................... 110

Appendix 12 Students’ Score ............................................................................. 112

Appendix 13 Lesson Plan ................................................................................... 115

Appendix 14 Surat Bimbingan Skripsi .............................................................. 123

Appendix 15 Surat Permohonan Izin Penelitian ................................................ 124

Appendix 16 Surat Keterangan Pelaksanaan Penelitian ..................................... 125

Appendix 17 References Examination Paper ..................................................... 126

Appendix 18 Pictures ......................................................................................... 130

xv
 CHAPTER I

INTRODUCTION

A. Background of the Study

In Indonesia, the growing demand of English as International language is high, it

is reasonable that Indonesian government places English as a crucial subject in
education system. Therefore, English is learnt as a local-content subject for
elementary school, and as a compulsory subject for secondary school. There are many
objectives of teaching English subject stated both in school-based curriculum (KTSP)
and 2013 curriculum. One of the objectives is that students are able to communicate
using the language in written and oral forms in the four basic language skills:
listening, speaking, writing, and reading.
Reading is one of the basic language skills that the students need to develop in
learning English. The ability to read in English becomes one of the important
requirements for those who need to update their knowledge about everything, as a lot
of media present information in English. Therefore, having a good reading skill is a
must for the students nowadays. In addition, in the syllabus 2013 curriculum, reading
skill is also determined as one of basic competencies in English lesson. For the
eleventh grade students, they have to comprehend the content of various types of text,
such as procedure, exposition, biography, and report.
Report text is one of types of text that the students have to comprehend. It is
stated in English syllabus of eleventh grade point 3.9 and 4.14. “Analyzing text
structure and linguistic features to conduct social function of report text by telling and
asking about short and simple factual report text of people, animals, things, natural
and social phenomenon, related to another lesson in grade 11” and “Comprehending
oral, written and simple factual report text of people, animals, things, natural and
social phenomenon, related to another lesson in grade 11”.1 However, students often
have barriers to comprehend the report text they read.

1
Kemendikbud, 2013 Curricullum Syllabus, (Jakarta: Kemendikbud, 2013), p. 15.

1
 2

There are some barriers faced by students in reading based on the preliminary
study in SMAN 1 Parung. The first factor is lacking of motivation and reading
interest. Lacking of interest in reading makes the reader unmotivated to go to the
whole text. Therefore, reader’s motivation and interest are an important aspect. In
comprehending a text, reader should have those aspects in the content being read.
Motivation and reading interest affect how readers read and how successful those
reading experiences are.2 The second factor is that the students do not have any
sufficient vocabularies that make them difficult to guess the meaning from the text.
The more words in a text that students do not know, or the more difficult the
vocabulary, the more likely they will not fully comprehend what they have read. The
third factor is the low fluency of the student. Inadequate fluency makes the reader
difficult in figuring out words of the text that they had read. In addition, their brain
cannot attend to the meaning of what they read well.3 In short, there are many barriers
faced by the students in learning reading that becomes the teacher’s obligation to
decrease these factors.
Teacher has a very important role to improve students’ reading comprehension.
As Carbo states that the main goal of reading instruction is comprehension.4 By
having good comprehension, students will thoroughly understand the text, remember
important parts of what they had read, and can use the knowledge that they gain from
reading. Therefore, to gain the main goal of reading instruction, the teacher should
have various techniques that could improve the achievement of students’ reading
comprehension and also help the students to get their maximum result in reading. In
fact, reading techniques help students to become systematic readers, since the
techniques can enable the students to select out what is important to remember from
the text they read. Regarding to this, teacher should select a suitable technique to
teach each material. There are many reading techniques that can be used by the

2
John S. Hedgcock and Dana R. Ferris, Teaching Readers of English: Students, Texts and
Contexts, (New York: Taylor & Francis e-Library, 2009), p. 63.
3
Marie Carbo, Becoming a Great Teacher of Reading, (United States, Corwin Press, 2007),
p.36.
4
Ibid., p. 41.
 3

teacher to improve students’ reading comprehension such as Suggestopedia, Pre-

questioning, Survey-Question-Read-Recite-Review (SQ3R) and so on.
As mentioned above, one of the reading techniques that can be used by the
teacher is SQ3R technique. SQ3R stands for Survey, Question, Read, Recite, and
Review. The goal of this technique is to increase students’ engagement with the text
when studying content material. In comprehending the text using SQ3R technique,
the students not only know how to comprehend but also become more active and
more critical in comprehending a text. Besides, the steps in SQ3R technique give
numerous exposures to the new material being covered.5
Furthermore, there have been some previous studies which investigated the use
of SQ3R technique in teaching reading, for instance, an experimental study conducted
by Baier,6 Nurmiasih,7 Silalaho and Siregar.8 Then, the result of those studies
revealed that the use of SQ3R technique can help the students to improve their
reading comprehension.
Regarding to the explanation above, the writer is interested in using CAR
(Classroom Action Research) to apply SQ3R technique in teaching reading. The CAR
(Classroom Action Research) used in this study is Kurt Lewin’s design which
consists of four phases: planning, acting, observing and reflecting. Hopefully using
SQ3R technique can be helpful to solve the students’ problem in reading
comprehension. Therefore, the writer is then encouraged to conduct a research
entitled “Improving Students’ Reading Comprehension of Report Text through SQ3R
Technique (A Classroom Action Research at the Eleventh Grade Students of SMAN

5
Pamela J. Farris et al, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New
York: McGraw-Hill, 2004), p. 356.
6
Kylie Baier, The Effects of SQ3R on Fifth Grade Students' Comprehension Levels, Thesis,
Bowling Green State University, 2011, pp. 1—97.
7
Suci Nurmiasih, The Effectiveness of SQ3R Technique on Students’ Reading Achievement to the
Eighth Grader at MTs Miftahul ‘Ula Kertosono, (Tulungagung: Perpustakaan Sekolah Tinggi Agama
Islam Tulungagung), 2012, pp. 1—64.
8
Pranata Royganda Sihaloho and Masitowarni Siregar, The Effect of Applying SQ3R Methods on
Students’ Achievement in Reading Comprehension, (Medan: Perpustakaan Universitas Negeri Medan),
2013, pp. 1—16.
 4

1 Parung)”. In addition, the writer chooses the report text in order to differentiate with
the previous studies, since those previous studies used expository text.

B. Identification of the Problem

From the background of the study, the problems are highlighted on some points:
1. Students lack of motivation in reading activity.
2. Students have limited number of vocabulary that makes them difficult to
comprehend the text.
3. Students have difficulty to get the main idea of report text.
4. Students lack of background knowledge about the text.
5. Teacher uses methods that make students bored in reading activity. It does not
increase students’ interest in reading.

C. Research Focus
The limitation of this study focuses on using SQ3R technique to improve
students’ reading comprehension at the eleventh grade students of SMAN 1 Parung.

D. Research Questions
Based on the background of the limitation above, the problem is formulated as
follows:
1. How does SQ3R technique improve students’ reading comprehension at the
eleventh grade students of SMAN 1 Parung?
2. To what extent is the improvement level of students’ reading comprehension using
SQ3R technique?

E. Objective of the Study

Thus, the objective for conducting this study is to know how SQ3R technique
improve the students’ reading comprehension of report text and to know how far
SQ3R technique can improve students’ reading comprehension of report text.
 5

F. The Significances of the Study

This study hopefully can give contribution to students, teachers and other
researchers. They are described as follow:
1. For Students
The students can understand the text they read well by applying the technique
given in order to improve their reading comprehension.
2. For Teachers
This study can help the teacher to teach reading skill by using new technique
which is more interesting.
3. For Other Researchers
This study is expected to give information in leading other researchers to further
study about this certain issue.
 CHAPTER II

THEORETICAL FRAMEWORK

A. Reading
1. Definition of Reading
Reading is regarded as an important skill for everyone, because through reading
people can have a lot of knowledge, information, pleasure, etc. Moreover, reading
becomes an important skill in formal education because through reading, learners‟
linguistic competence can be assessed.
Reading is a complex activity because some factors are involved and interrelated
to each other. According to Smith, reading is an activity that involves a combination
of visual and nonvisual information. Visual information refers something that the
reader read through eyes, while nonvisual information refers to something behind the
eyes such as knowledge and experience. The more nonvisual information that the
reader has, the less visual information the reader needs.1
In addition, reading is a process that involves both comprehension and
interpretation of idea in printed language, as Snowling and Hulme state, reading is an
informational processing that transforms a printed form into meaning by involving
comprehension.2 Furthermore, Flynn and Stainthorp state that reading is an activity to
decode and to comprehend the printed form.3 In short, when reader reads to have the
meaning of the printed written selection, it is needed a great number of mechanical
skills and comprehension skills as thinking process. Therefore, the reader and the
written text are the two physical necessities.

1
Frank Smith, Understanding Reading, (New Jersey: Lawrence Erlbaum Associates, 2004), p.
74.
2
Margaret J. Snowling and Charles Hulme, The Science of Reading: A Handbook, (Malden:
Blackwell Publishing, 2005), p. 6.
3
Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and Writing,
(Chicester: John Wiley & Sons Inc., 2006), p. 42.

6
 7

Furthermore, Alyousef states in his journal that reading is an interactive activity

between the reader and the text which bring the reader to reading fluency. 4 In this
activity, the reader interacts with the text to elicit the meaning. Besides that, the
reader also uses various kinds of knowledge, for instance linguistic or systemic
knowledge and also schematic knowledge.
In short, it can be synthesized that reading is a process that brings a concept to
the text and relates it with the meaning had from the text including understanding the
material and giving interpretation that involves the eyes and brain.

2. Definition of Reading Comprehension

Reading activity cannot be separated from comprehension. It is important that the
reader can comprehend the text well in order to understand and interpret the written
symbol. In other words, it can be said that the result of reading activity is
understanding what has been read.
Reading comprehension is a complex process because the readers are not only
read the text correctly, but also they have to understand the text that they read. It
means, reading process involves the combination between reading and thinking. As
Carbo states, good readers are purposeful readers, because their brains are working
and thinking at the same time while they read.5
Snow states that reading comprehension is the process of simultaneously
extracting and constructing meaning from the written text.6 Furthermore, Klingner et
al also state that reading comprehension is a multicomponent, because it involves not
only what the readers bring to the text such as their prior knowledge, but also the

4
Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners, Journal
of Language and Learning Vol. 5 No.1 2006, p. 64.
5
Marie Carbo, Becoming a Great Teacher of Reading, (United States, Corwin Press, 2007), p.
39.
6
Catherine Snow, Reading for Understanding Toward an R&D Program in Reading
Comprehension, (New York: RAND Education, 2002), p. 11.
 8

variables related to the text such as the readers‟ interest in text and also the
understanding of text types.7
Moreover, reading comprehension includes the understanding of the written
word and also the construction of the text meaning. The reader must be able to go
beyond the literal meaning of the text and think critically about the content of the
text. Since the reader must use information already acquired to filter, interpret,
organize and connect the new information from the text. Further, in order to
understand text, the reader must be able to identify words rapidly, know the meaning
of the words and be able to combine units of meaning into a coherent message.8
Therefore, reading comprehension has been described as a complex intellectual
process involving a number of abilities.
In short, it can be synthesized that reading comprehension is a power to know
main idea from the written text, understand it according to prior knowledge, and
interpret it based on the readers‟ purpose.

3. Purpose of Reading
In real life, people read something because they have a purpose to achieve. As
the readers begin to read, they have to decide the purpose of reading itself, it is
important to make successful of reading comprehension. According to Grabe and
Stoller the purposes of reading are:9
a. Reading to search information
b. Reading for general comprehension
c. Reading to learn new information
d. Reading to synthesize and evaluate information

7
Janette K. Klingner, Teaching Reading Comprehension to Students with Learning Difficulties,
(New York, The Guilford Press, 2007), p. 8.
8
Peter Westwood, Reading and Learning Difficulties, (Victoria: Acer Press, 2001), p. 10.
9
William Grabe and Fredricka L. Stoller, Reading for Academic Purposes: Guidelines for the
ESL/EFL Teacher, (Boston: Heinle Cengage, 2001), p. 187.
 9

4. Reading Activities
a. Pre-reading activities
Pre-reading activities prepare students to read the next selection. In this
activity, students could get their reading interest and remind the things they
already known to help them understand and enjoy the selection. According to
Alyousef in his journal, pre-reading activities can increase students‟ motivation
before the actual reading takes place. Further, pre-reading activities also can
activate students‟ prior knowledge.10
In addition, according to Philippot and Graves, pre-reading activities include
motivating, activating and building background knowledge, providing text-
specific knowledge, relating the reading to students‟ lives, pre-teaching
vocabularies, pre-teaching concepts, pre-questioning, predicting, and direction
setting, suggesting strategies, using students‟ native language, and involving
English language learners‟ communities and families.11 For students who are
familiar with the content of the passage, relating background knowledge to the
text is easy, but for the other who has limited background knowledge, it may be a
big problem. They may fail to make connections between what they know and
what they are learning. Therefore, pre-reading activities help students to make a
connection between their background knowledge and what they are learning in
order make them comprehend the text well.
b. During reading activities
During reading activities refer to activity when the students focus on
particular aspect of a text as they read it. According to Philippot and Graves,
during reading activities include silent reading, reading to students, supported
reading, oral reading by students, and modifying the text.12 In short, during
reading activities is the part when the readers are focus to read and try to
comprehend the whole text or passage.

10
Alyousef, op. cit., p. 68.
11
Raymond Philippot & Michael F. Graves, Fostering Comprehension in English Classes,
(New York, The Guilford Press, 2009), p. 31—32.
12
Ibid., p. 36—38.
 10

c. Post-reading activities
Post-reading activities refer to the activities that provide opportunities for
students to evaluate the author‟s message. Beside that, the students can
synthesize and organize information from the text. In addition, post-reading
activity can enhance reading comprehension by giving some activities to
students. According to Philippot and Graves, there are some post-reading
activities, for instance, discussion, writing, drama, artistic, graphic, and non-
verbal activities, building connections, and reteaching.13 In short, post-reading
activities allow the reader to evaluate their reading comprehension.
5. Teaching Reading
According to Harmer, there are five basic stages in teaching reading as receptive
skill.14
a. Lead-in
In this stage, the students and the teacher prepare themselves for the task and
familiarize themselves with the topic of the reading exercise. Lead-in makes
expectations and arouses the students‟ interest in the subject matter of written
text.
b. Teacher directs comprehension task
The teacher makes sure that the students know what they are going to do. The
teacher will explain and direct the students‟ purpose for reading.
c. Students read for a task
In this stage, the students read the text to perform the task that the teacher has
set.
d. Teacher directs feedback
After performing the task given by the teacher, the students will have
feedback to see if they have completed the task successfully and find out how
well they have done.

13
Ibid., p. 39—41.
14
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 2007) p. 271.
 11

e. Teacher directs text-related task

In this stage, the teacher will organize some kind of follow-up task related to
the text.

B. SQ3R Technique
1. Definition of SQ3R Technique
There are some understanding related to SQ3R technique. In the SQ3R, the
reading process is broken down into separate study steps that can make the readers
become more active. According to Farris, SQ3R technique is a reading technique that
gives numerous exposures to the texts being covered.15 In short, SQ3R technique is a
way to read a material that involves reader actively. It is also an effective series of
technique for reading that can increase the readers‟ comprehension by its five steps.
As students do the whole steps of SQ3R technique, they will get numerous exposures
to the new materials. Moreover, SQ3R technique can help readers to set study goals
and separate important information from irrelevant one.

2. Steps of SQ3R technique

a. Surveying
Surveying is the first step in the SQ3R technique, it is a kind of pre-reading
activity. In this step, the reader has the general outlines of the text by skimming
the text for an overview of main ideas. Further, it is recommended for reader to
skim the section headings and the first sentences of each paragraph to find the
main points that will be developed.
Surveying also helps the reader to focus their attention; making prediction
about what will be discussed and how the material will be organized. As Farris et
al state in surveying, the reader will have acquainted with the boldfaced heading,
subheadings and title to have general idea of the text contents.16 Furthermore,
surveying prepares students to read an upcoming selection which can make
15
Pamela J. Farris et al, Teaching Reading: A Balanced Approach for Today’s Classrooms,
(New York: McGraw-Hill, 2004), p. 356.
16
Ibid., p. 367.
 12

students remind the things they already know. It will help them understand and
enjoy the reading activity.17 Since surveying a text means reading to obtain a
general idea of its content, therefore the readers should know which part of the
text that can help them.
b. Questioning
In this step, readers have to make some questions about the things they
found in surveying the text and keep these questions in their mind while they are
reading. Questioning is an essential component of reading comprehension.
Making questions help readers to have better comprehension, as Elder states that
question can grab readers‟ attention and concentration.18 It happens because
when the readers read to find answer to specific question, the readers‟ brain will
try to comprehend the text well. Moreover, questioning is a very important steps,
as Farris et al state that questioning gives students opportunity to get higher level
thinking.19 As a result, questioning help students clarify and deepen their
understanding of the text they are reading.
c. Reading
In this step, readers have to read the text in order to have the information that
is useful for them. The main purpose of this step is finding answer to the
questions formed in the question step. Further, readers should read the text in
order they can answer the question in the next step. Reading to answer question
has purpose to improve the ability to note the important detail from the text.
d. Reciting
In this step, the readers have to recite the answer to the questions that they
made. The purpose of reciting is making the logic comprehension. The readers
can do reciting by asking themselves questions from the previous step, then
summarizing the answer in their own words. Beside that, they also can take notes
from the text but they have to write the information in their own words. Reciting

17
Philippot and Graves, op.cit., p. 31.
18
Janet Elder, Entryways into College Reading and Learning, (New York: McGraw-Hill
Companies, Inc., 2007), p. 386.
19
Farris et al, op. cit., p. 355.
 13

is an effective way to grasp complex material because the readers have to answer
the important question that they made before in order to comprehend the text.20
e. Reviewing
In this step, the readers have to check whether or not their answers are true.
Furthermore, in this step, they review their comprehension by telling the most
important ideas contained in a paragraph or the gist. Getting the gist means the
students are able to state the main idea of a paragraph using their own words, as
succinctly as possible.
Reviewing can make the readers remember and make their comprehension
clearer by synthesizing and organizing information from the text. By reviewing,
the readers also can integrate the content and get useful idea. As a result, the
students can evaluate the understanding of the text well.
To sum up, SQ3R technique consists of five steps i.e. surveying,
questioning, reading, reciting, and reviewing. Surveying step requires students to
preview the text, as well as predict the text. Questioning step requires students
make their own questions related to the text they are going to read. The next step,
they have to read the text and try to answer the question they have made. Then,
they have to review it to check their comprehension.

20
Ibid., p. 357.
 14

3. The Advantages of Using SQ3R Technique

SQ3R as a reading technique has some advantages to increase students‟ reading
comprehension. By using SQ3R technique, students can monitor or measure how far
their reading comprehension is on the text that they have read. Besides, SQ3R
technique also can build students‟ reading motivation. In doing survey and question
parts, it will increase students‟ curiosity related to the material and build their
motivation in reading. Moreover, by questioning from the context, it can increase
students‟ interest about the reading itself. Asking question before starting to read a
section gives the most effective mental set for selecting, retaining, and generalizing
the important facts.

4. The Disadvantages of Using SQ3R Technique

Beside having some advantages, SQ3R technique also has disadvantage, for
instance, it takes a lot of time when applying SQ3R as a reading technique. Stepherd
as cited in Baier argues the process is too long and time consuming.21 Besides,
because this technique requires several steps, the students are not enjoying in using
this technique if they are not reinforced in their effort.22 As a result, it affects
students‟ desire to participate actively in reading activity.

C. Report Text
1. The Definition of Report Text
There are many types of text that used by readers and writers to communicate for
a particular purpose. One of the text types is report text which is a kind of text that
presents information about natural and social phenomena in the environment.
Furthermore, it presents information after getting careful observation, as Paterson
state, this type of text presents information in a structured manner about a subject by
giving facts.23

21
Kylie Baier, The Effect of SQ3R on Fifth Grade Students’ Comprehension Level, (United
State: College of Bowling Green, 2011), p. 26.
22
Farris et al, op. cit., p. 357.
23
Heather Paterson, Text Type Book, (Campbell: Campbell High School, 2015), p. 26.
 15

2. The Purposes of Report Text

Report text has a function to classify and describe something by giving facts.24
Report text can classify many things around environment such as animal, plant,
natural phenomena and social phenomena. In addition, report text also describes
something generally. The scope of the description will differentiate the report text and
descriptive text. Report text commonly describes things generally, while descriptive
text tends to explain the characterization of a specific thing. In short, it can be
synthesized that the function of report text is to give a truth account of something or
some activity after investigating and collecting the facts.

3. The Generic Structure of Report Text

The generic structure term refers to the text organization to guide readers in
identifying the main information.25 The generic structure of a report text includes two
main parts; they are general classification and description. General classification tells
the reader about what is discussed, meanwhile description tells the reader about the
detailed features such as part, qualities, habits, and behavior.26

24
Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris Kelas XII, (Jakarta: Pusat
Kurikulum dan Perbukuan, 2015), p. 84.
25
Klingner, op,cit., p. 76.
26
Kementrian Pendidikan dan Kebudayaan. loc. cit.
 16

The example of report text:

Antibiotics
General Antibiotic is a drug produced by certain microbes. Antibiotics
Classification destroy other microbes that damage human tissues. They are used to
treat a wide variety of diseases, including gonorrhea, tonsillitis and
tuberculosis.
Antibiotics are sometimes called „wonder drugs‟ because they
can cure diseases such as meningitis, pneumonia and scarlet fever. But
when the antibiotics are overused, or misused, these drugs make a
person sensitive being attacked by a superbug. Antibiotics do not
always distinguish between harmless and dangerous microbes. If a
drug destroys too many harmless micro-organisms, the pathogenic
ones -the dangerous microbes- will have a greater chance to multiply.
Description This situation often leads to the development of a new infection
called superinfection. Extensive use of some antibiotics may damage
organs and tissues. For example, streptomycin, which is used to treat
tuberculosis, has caused kidney damage and deafness.
Resistance to antibiotics may be acquired by pathogenic
microbes. The resistant microbes transfer genetic material to non-
resistant microbes and cause them to become resistant. During
antibiotic treatment, non-resistant microbes are destroyed, but resistant
types survive and multiply.
To avoid the side effect of antibiotics, you'd better not urge
your doctor to prescribe antibiotics. Keep in mind that antibiotics are
only useful for bacterial infections and have no effect on viruses, so
they cannot be used for children pox, measles, and other viral diseases.
 17

D. The Previous Study

There are many researches that have been conducted to find out the effectiveness
of SQ3R technique in teaching reading comprehension. However, there are only three
previous studies which are used as references for this study.
First, it is a research that is conducted by Baier,27 the title is “The Effect of SQ3R
on Fifth Grade Students‟ Comprehension Level”. The aim of this study is to reveal
whether the use of SQ3R technique can improve students‟ reading comprehension.
The researcher gave treatment to 32 fifth grade students using SQ3R technique in
teaching reading comprehension of expository text. After giving the treatments, the
researcher tried to examine the result of this study. Then, the mean score of the pre-
assessment was 54.4, meanwhile the mean score of the post-assignment was 64.1. It
meant that there was a significant effect of using SQ3R technique in teaching reading
comprehension of expository text. Beside, it was found that 68.7% of students in this
research would apply SQ3R technique in the future. It can also concluded that SQ3R
technique was useful for them to comprehend the text.
Another reference is a research that is conducted by Nurmiasih28 by the title “The
Effectiveness of SQ3R Technique on Students‟ Reading Achievement to the Eighth
Graders at MTs Miftahul „Ula Kertosono”. The researcher gave treatment to 21
students of eighth grade by using SQ3R technique. The result of this pre-
experimental study showed that the students‟ mean score was increased after applying
SQ3R technique. Students‟ mean score before applying SQ3R technique was 64.
Meanwhile, their mean score after being taught by using SQ3R technique was 91.
Furthermore, the T count was 10.254, meanwhile the T table with significance level 5%
was 1.725. The T count was greater than T table. It means that the alternative
hypothesis (Ha) is accepted. Therefore, there is significant effect of using SQ3R
technique in teaching reading to the Eighth Graders Students at MTs Miftahul „Ula
Kertosono.

27
Baier, Op. cit., pp. 1—97.
28
Suci Nurmiasih, The Effectiveness of SQ3R Technique on Students’ Reading Achievement to
the Eighth Grader at MTs Miftahul ‘Ula Kertosono, (Tulungagung: Perpustakaan Sekolah Tinggi
Agama Islam Tulungagung), 2012, pp. 1—64.
 18

The other previous study is a thesis written by Sihaloho and Siregar29 which
entitled “The Effect of Applying SQ3R methods on Students‟ Achievement in
Reading Comprehension”. The aim of this research was discovering the effect of
applying SQ3R method in reading comprehension of expository text. He conducted
the research in SMA Nasrani 2 Medan and used quasi-experimental as the research
design. There were 2 classes chosen as the sample with 30 students in each class.
Those classes were divided into experimental and control group. The instrument used
to collect the data was a set of multiple choice tests, divided as pre-test and post-test.
The result of the research was analyzed by using t-test formula. The result showed
that t-test was higher than t-table (4,23>2,00) at the level of significant 0,05 with
degree of freedom (df) 58. It means that hypothesis alternative (Ha) is accepted which
shows that SQ3R technique significantly improves the students‟ reading
comprehension.
In conclusion, the three previous studies proved that the use of SQ3R technique
can improve students‟ reading comprehension. Those previous studies guide the
writer to conduct a study about SQ3R technique. Furthermore, the writer used
different research design which is classroom action research. The writer also used the
text that did not use in previous study, report text. In addition, the instrument that
used in this study was totally different with the instrument used in the previous
studies.

E. Thinking Framework
Reading is one of the basic skills that the students need to develop in learning
English, but for some students, reading is difficult because they have to take meaning
from the text from writer that involves their prior knowledge. In fact, in reading
activity the students just read without knowing or comprehending the text. In other
words, they do not get the main goal of reading activity which is comprehension.

29
Pranata Royganda Sihaloho and Masitowarni Siregar, The Effect of Applying SQ3R Methods
on Students’ Achievement in Reading Comprehension, (Medan: Perpustakaan Universitas Negeri
Medan), 2013, pp. 1—16.
 19

Regarding to that problem, the writer applies SQ3R technique to solve the
students‟ problem in comprehending the reading material by making their
comprehension clearer. This technique supposed to decrease their boredom, because
they should participate actively in that process. In addition, by using SQ3R technique
which consists of five steps and combines pre-reading, during reading, and post-
reading activities, the students involve actively in reading to comprehend. Therefore,
if SQ3R technique which consists of five steps is used in teaching reading
comprehension, it will give a better reading comprehension for students.
 20

CHAPTER III
METHODOLOGY OF THE STUDY

A. The Place and Time of the Study

This study was conducted at SMAN 1 Parung which is located at Jl. H. Mawi no. 17.
Post Code 16330 Parung, Bogor. In addition, this study was carried out from August 2nd
until September 6th 2016. The writer did preliminary study on August 2nd 2016. Then, the
instruments were made after the preliminary study. After having the instruments, the pre-
action test was conducted before the cycle 1 and cycle 2. In the last meeting of each cycle,
the post-action test was given to the students.
Table 3.1
The Schedule of the Study
Month and Week

No Activities August
September
1 1 2 2 3 3 4 4 1 1
1. Pre-Observation X
2. Pre-Action Test X
3. Pre-Interview X
4. Cycle 1 X X X
5. Cycle 1 Post-Action Test X
6. Cycle 2 X X X
7. Cycle 2 Post-Action Test X
8. Post-Interview X

B. The Method and Design of the Study

In this study, both qualitative and quantitative methods are used. Qualitative method is
focused on collecting and analyzing information in non-numerical form. It also tends to
focus on the process.1 In addition, according to Verma and Mallick, the aim of qualitative

1
Loraine Blaxter, Christina Hughes and Malcolm Tight, How To Research, (New York: Open University
Press, 2006), p. 64.

20
 21

method is investigating the quality of relationships, activities, situations, or materials.

Conversely, the aim of quantitative method is gathering data that can be quantified; it can be
counted or measured in numerical scores.2
Moreover, in this study, the Classroom Action Research (CAR) is used as the research
design. According to Fraenkel et al, Classroom Action Research (CAR) is conducted in
order to obtain information for solving problems.3 In this study, the Classroom Action
Research (CAR) procedure by Kurt Lewin is used. It consists of two cycles, in each cycle
contains four phases; planning, acting, observing, and reflecting.4

Planning Acting

Reflecting Observing

Figure 3.1
Kurt Lewin’s Classroom Action Research Procedure

C. The Subject of the Study

The subject of this study is the students of XI IPS 1 of SMAN 1 Parung. The class
consists of 36 students. This school has nine classes for the eleventh grade. However, based
on the result of observation and interview, XI IPS 1 has low achievement in reading. That is
why the CAR is held because the students need an appropriate strategy to help them in
improving their reading comprehension.

2
Gajendra K. Verma and Kanka Mallick, Researching Education: Perspective and Technique, (USA: Taylor
& Francis e-Library, 2005), p. 27.
3
Jack R. Fraenkel et al, How to Design and Evaluate Research in Education, (New York: McGraw-Hill
Companies, Inc., 2012), p. 589.
4
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: Indeks, 2012), p.
20.
 22

D. The Writer’s Role on the Study

In this study, the writer is an active participant that meant she acts as the English teacher
and the observer in the study. Therefore, she makes a lesson plan and pre-action test before
Classroom Action Research and post-action test after Classroom Action Research in each
final cycle. Then, the action based upon the lesson plan is carried out. In addition, the data
are collected and interpreted. Then, the result of the study is also reported.

E. The Research Procedure

The Classroom Action Research using Kurt Lewin’s procedure consists of four phases
within one cycle. Those are planning, acting, observing, and reflecting. After finishing the
first cycle, it will be probably a new problem or the previous unfinished problems.
Therefore, it is necessary to continue to the second cycle in line with the same concept of the
first cycle. Based on the outcome and experiences in the first cycle, the writer follows the
same phases. Here are the detail explanations about what happens in every phase:
1. Cycle 1
a. Planning
This phase is important for setting the goal and particular standard for the students.
According to Blachowicz and Ogle state, before starting the teaching and learning
process, the teacher has to determine the goal and also the criteria of what good
performance would look like.5 Furthermore, in this phase, all the needs and requirements
for the teaching and learning process in the classroom are prepared. The lesson plan is
made and all of the things that will be used in reading using SQ3R technique are
prepared.
b. Acting
The planned action in this phase is carried out based on the lesson plan that has been
made. In implementing the action, the writer acts as English teacher who taught reading
by giving SQ3R technique when the students read the text. The implementations of the
action involve three meetings in each cycle.

5
Camille Blachowicz and Donna Ogle, Reading Comprehension: Strategies for Independent Learners, (New
York: The Guilford Press, 2008), p. 40.
 23

c. Observing
In observing phase, the students’ response and achievement during the teaching and
learning process are observed. In addition, the improvement of students’ score is
observed to know whether there is any significant improvement or no. Sometimes, the
students’ opinion about the process of teaching and learning reading by using SQ3R
technique is asked. In this phase, the teacher should notice all of activities in the
classroom in order to get accurate result in the end of the research.
d. Reflecting
In this phase, the teacher reflects the whole action during the acting and observing
phase. This phase is important in order to have an evaluation before starting the next
cycle. If there are still some problems, so it needs to continue to the next cycle. By
continuing to the next cycle, it is expected that the unfinished problems yet can be solved
and the goals can be reached.
2. Cycle 2
a. Planning
The same as cycle 1, in cycle 2, making new lesson plan is started. It is aimed to
change some parts that need to be revised during the implementation of cycle 1. As the
planning phase in cycle 1, the preparation of teaching was also made. The texts and
teaching aids to motivate students are selected. Therefore, they would get a better
comprehension of the texts. Evaluation and post-action test 2 are prepared to see students’
achievements in the end of this cycle.
b. Acting
In this phase, the new lesson plan is implemented. Besides, the material that have
been taught to the students in order to make them getting better understanding is
reviewed.
c. Observing
The students’ response and achievement are observed in this phase. In addition, the
writer tries to see whether the students improve their understanding or not.
 24

d. Reflecting
In this phase, the students’ progress based on their test score is analyzed. The result
of the implementation of the modified action is discussed to the teacher. Finally, from the
discussion, it can be decided whether the action should be continued or not.

F. The Technique of Data Collection

There are three techniques used in collecting the data, they are: observation, interview
and test.
1. Observation
According to Verma and Mallick, in doing the observation, the researcher collects the
information without asking question directly.6 In this study, the observation toward English
learning and teaching process at SMAN 1 Parung is done in order to get the description
about students’ activities and participation in learning process. In English lesson, their
reading comprehension is observed. This observation is the primary technique in collecting
the data of teaching preparation, teaching materials and the evaluations as used in the
teaching and learning process.
2. Interview
One of the ways to get deep information in the classroom is by interviewing the English
teacher and the students. As Bogdan and Biklen state interview is used to collect descriptive
data by using interviewee’s own words, therefore the researcher can get deep information. 7
Furthermore, there are three kinds of interview; structured, unstructured and semi-
structured interview.8 In this study, the structured interview is conducted by using interview
guide. It is conducted before and after implementing the classroom action research. The
interview is about the English teaching learning process at SMAN 1 Parung, especially in
reading comprehension.
3. Test
The test is used to find out the result of students’ achievement in reading comprehension
and also to compare the students’ reading comprehension before and after the
implementation of CAR by using SQ3R technique. The test which is done before

6
Verma and Mallick, op. cit., p. 130.
7
Robert C. Bogdan and Sari Knopp Biklen, Qualitative Research for Education: An Introduction Theories
and Methods, (USA: Pearson Education, Inc., 2007), p. 103.
8
Verma and Mallick, op. cit., p. 124.
 25

implementing SQ3R technique is called pre-action test. It is to measure students’ reading

comprehension at first. Meanwhile, the test which is implemented after using SQ3R
technique is called post-action test.

G. The Technique of Data Analysis

In analyzing the data, all of the data that are collected by using observation, interview
and test are analyzed. In analyzing them, the following steps are used:
1. Classifying the Data
The data from observation are gathered and then classified based on the research
problems.
2. Describing the Data
Having classified, the data are described as follows:
a. The data from observation is described by using descriptive form.
b. The data from interview is described by descriptive form.
c. The data from the test is described by table and calculation.
3. Finding
In answering the first problem statement the qualitative method is used. This qualitative
method is gathered by using the observation and interview. It means, after having
observation in the classroom and having interview to the teacher and students, the data
are analyzed by making description from the result. Meanwhile, in answering the second
problem statement, the quantitative method is used. The data got from the tests is
analyzed using a certain formula.
To get the mean of students’ reading comprehension within one cycle, the formula used
is:9
Mx = ∑x
____
N

Explanation:
M : Mean
X : Individual score

9
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2006), p. 81.
 26

N : Number of students

Next, to know the students who passed KKM 76.0, this formula is used:10

F
P = ____ X 100%
N

Explanation:
P : The class percentage
F : Total Percentage score
N : Number of student

Next step, to identify the improvement of students’ reading comprehension from pre-
action test up to post-action test 1 in cycle I and post-action test 2 in cycle II, this formula
is used:11
y1-y
P = ____ X 100%
Y
Explanation:

P : Percentage of students’ reading comprehension improvement

y : Pre-action test result
y1: Post-action test 1 result
y2-y
P = ____ X 100%
Y
P : Percentage of students’ reading comprehension improvement
y : Pre-action test result
y2: Post-action test 2 result

10
Ibid., p. 43.
11
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in
Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy,
2002), p. 3.
 27

H. Trustworthiness
To check the validity of the data, the triangulation is used. Triangulation refers to the use
of more than one data collecting techniques in order to strengthen the data. 12 Furthermore,
according to Nugent, Malik and Hollingsworth triangulation is used to increase the validity of
the research findings by combining both qualitative and quantitative data. By using
triangulation, the weaknesses of each data may be covered.13 In short, it can be synthesized
that triangulation is using several data collecting techniques to increase the validity of the
data. In doing the triangulation in this research, the data taken from observation and interview
is collaborated with the result of the test.

I. The Criteria of Action Success

Classroom Action Research (CAR) is able to be called successful if it can fulfill the
criteria which have been determined and fail if it cannot fulfill the criteria which have been
determined. In this study, when there is 75% of students could achieve the target score KKM
76 (seventy six) of reading comprehension test from the pre-action test until the second post-
action test in cycle two, the research could be called successful. Furthermore, if there is an
improvement the next action would be stopped, but if this condition has not been reached yet,
the alternative action would be done in the next cycle.

12
Bogdan and Biklen, op. cit., p. 115.
13
Glenda Nugent, Sakil Malik and Sandra Hollingsworth, Action Research for Literacy Educators,
(Washington DC: International Reading Association., 2012), p. 37.
 CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Research Finding
1. Pre-Implementing the Action
There are three kinds of instruments used in collecting the data before
implementing the action, those are: pre-interview, pre-observation and pre-test. The
data is described as the following:
a. The Result of Pre-Interview
1) Interview with the Teacher
The interview was conducted to the English teacher of SMAN 1 Parung. It
was held on August 2nd 2016. Here, the English teacher was asked some
questions divided into three categories. The first category was about the general
condition in English class on students’ reading achievement and performance. It
contains of six questions. The second category was about the difficulties faced
by students in reading comprehension ability. It contains of two questions. The
last category was about the kinds of strategies implemented by the teacher
before Classroom Action Research (CAR) in solving the students’ difficulties
in reading comprehension and it contains of four questions.
The first category discussed about the general condition in English class on
students’ reading activities and students’ reading achievement. The teacher said
that some students still gain low score in reading activities. Their score have not
fulfilled the criterion of minimum completeness (KKM) which is 76.
The next category is about the difficulties faced by students in reading
comprehension. The teacher said that the students in SMAN 1 Parung still
cannot understand the reading text well. They cannot answer some questions
related to the text. Some students still tries to comprehend the text by
translating word by word. Beside that, the students also lack of background
knowledge, thus, it will complicate the students to comprehend the content of

28
 29

the texts. In addition, some students do not keep attention during the teaching
and learning process.
The third category is about the strategies implemented by the teacher in
teaching reading. At the previous strategies, the teacher gave the reading text to
the students and asked them to read the text. Next, he asked the students to
write the difficult vocabularies and make some sentences using those
vocabularies. The teacher suggested the writer to implement technique that can
build students’ background knowledge, make students interest in reading text
and improve students’ reading comprehension.

2) Interview with the Students

Besides having an interview with the English teacher, the writer also had
an interview with the students. The writer chose 3 of 36 students randomly to
be interviewed. The students were asked several questions about English
teaching learning process at SMAN 1 Parung.
The students were asked about their difficulties in learning English,
especially in reading. One of them said that he could understand the material,
find the specific information, and answer some questions according the texts.
Meanwhile, one of them said that she had limited vocabularies that become
barrier in understanding the text. However, another student said that she had
little interest to read and she had difficult to identify what the content of the text
about and she also did not have enough knowledge in general view of the
reading texts. Furthermore, the students said that the text is not interesting
enough to be read. They also said that the teacher’s teaching techniques did not
make students comprehend the reading text. Consequently, their reading
comprehension is low.

b. The Result of Pre-Observation

Pre-observation was conducted to observe the process of teaching learning
before implementing the action. It was held at XI IPS 1 class of SMAN 1 Parung
in 2016/2017 academic year. There were 36 students in this class. The pre-
 30

observation was conducted on August, 2nd 2016. There are four categories
observed in the classroom, which are class structure, methods, teacher-student
interaction, and contents.
1) Class Structure
At the beginning, the teacher checked the students’ attendance list. After
that, the teacher reviewed the previous day’s course content then he gave
the brief overview of the material that would be learned at that meeting.
After getting the students’ attention, he began to deliver the material.
2) Methods
From the writer point of view, in this meeting the teacher did not prepare
any interesting technique in the class. He used lecture learning activity and
he taught the students without using any instructional aids such computer,
overheads, etc. He only asked the students to make sentences based on
some situations individually. After asking the students to make some
sentences, the teacher asked some students randomly to read their own
sentences in front of the class.
3) Teacher-Students Interaction
The class situation was quite noisy. However, when the teacher asked the
students to make their own sentences, they did it quietly. But, some of
them show their nervousness during the learning activity because they were
afraid if the teacher asked them to read loudly their sentences in front of the
class.
4) Contents
Although the teacher gave a lecture in the class, he delivered well-planned
lecture. The material in that meeting was polite request. The teacher asked
them to apply the suitable polite request based on the situation. By asking
them to make their sentences based on their own situation, it relates
concept to students’ experience.
 31

c. The Result of Pre-action test

Before conducting the Classroom Action Research, the pre-action test was
done. It was held on August 9th 2016. There were 36 students of XI IPS 1 who
followed the test. The test consists of five sections. After giving the pre-action test,
the score was calculated. Here is the students’ score in the pre-action test.

Table 4.1
Students’ Score in Pre-Action Test
Minimum score 50
Maximal score 80
Mean 60

From the data above, it can be seen that the minimum score was quite low. To
have the result of the pre-action test, the mean score was calculated first.
Mx = ∑x
____
N

Mx = 2160
____
36
= 60
Then, the percentage of students who passed KKM was calculated by using
this formula:

F
P = ____ X 100%

N
 32

3
P = ____ X 100%
36

= 8.3%

Based on the calculation above, it showed that the mean of the pre-action test
was 60. Then, there were only 3 students or 8.3% of the students passed the
criterion of minimum completeness which was 76. Meanwhile, there were 33
students did not pass or still below the standard. As the result, it was known that
the students’ reading comprehension was low.

2. The Implementation of Classroom Action Research

a. Cycle 1
1) Planning
The first phase in Classroom Action Research is planning. In this phase, the
writer as the teacher made a planning for the action based on the problems
faced by students toward reading comprehension. The teacher determined the
selected material and exercises into a lesson plan. Then, some texts were chosen
as the text to be taught for students. The teacher designed the lesson plan based
on the English syllabus of second grade of senior high school. In the lesson
plan, there were some kinds of surveying, questioning, reading, reciting and
reviewing activity. In this phase, it is hoped that those plans can help the
teacher to achieve the goal.
Beside of making a lesson plan, the teacher also prepared the post-action
test 1 to have numeric data, in order to know whether there were students'
improvement scores from pre-action test to post-action test.

2) Acting
a) First Meeting
The action of the cycle 1 was begun on August 15th 2016. The teacher
implemented the teaching learning process based on the lesson plan had been
 33

made. In the first meeting, the teacher taught about report text. Before
starting the lesson, the students were greeted and asked to pray together.
Then, she checked the attendance list. After that, she started the lesson by
giving brainstorming to the students about report text and also telling the
students about the learning objective. In this case, she tried to help the
students to establish purposes for reading a particular text. Then, she asked
the students what they have known before about report text, several students
just kept silent, several of them also answered it hesitantly. Then, they said
that they still confused about the material. After asking the students, she
explained about the definition, the purpose, generic structure and the
language features of report text.
Having explained the material, the students were asked to make a group
to analyze the report text given and answer the question in the card. Each
group consisting of six students, thus there were six groups in this activity.
Furthermore, each group had different report text and in the end of this
session they had to present their discussion result to another group. In this
activity, they seemed enjoy the learning process. However, there were only
several students who interacted and cooperated actively with their friends for
finishing their task.

b) Second Meeting
The second meeting was done on August 16th 2016. In this meeting, the
teacher focused on introducing the SQ3R technique. Before starting the
lesson, she greeted the students and asked them to pray together. Then, she
checked the attendance list. Besides, she also gave the general apperception
about the material that would be learned by the students. After that, she
explained about SQ3R technique. This technique was still new for the
students. She told the students how they dealt with the technique and
explained each step in SQ3R technique. The students listened carefully to
 34

the teacher’s explanation. When she finished explaining the technique, she
gave a text entitled “Kangaroo” to the students.
After giving the text to the students, she asked the students to read the
text by applying SQ3R technique. Since the students were not familiar with
the technique, therefore she guided them in each step on SQ3R technique.
First, she guided the student to do surveying and questioning steps. She
asked the students to identify the generic structure and find the main idea.
Besides, she also asked the students to write some questions related to the
information. When the students were doing the surveying and questioning
steps, she monitored them and asked them if they found difficulties. She
found that some students could do those steps well. However, there were
some students who did not understand the surveying and questioning steps.
Therefore, she re-explained how to do those steps.
After re-explaining the surveying and questioning steps, she continued
the activity by asking the students to do the reading step. She asked the
student to read the text carefully in order to find the answers of their
questions. Then, the students were asked to continue to the reciting step.
They were asked to note some key points and write the answers for their
questions. Some students were focus to find out the answer, but some of
them were confused because they did not understand the instruction well.
The writer decided to re-explain this step for them who have not understood
it well.
Moving to the last step, the students were asked to do the reviewing
step. Some of them understood the instruction well, they made a good
review. However, some of them still re-wrote the whole text. The teacher
helped them to make a review using their own words. Besides, she also gave
feedback such as correction and suggestion.
 35

c) Third Meeting
The third meeting was done on August 22nd 2016. In this meeting, the
material was still about SQ3R technique, but the teacher tended to focus on
surveying and questioning steps. The same as the previous meeting, before
starting the lesson, she greeted the students and asked the students to pray
together. Then, she checked the attendance list.
In this meeting, the teacher gave a report text entitled “Snake” to the
students. After having the text, the students were asked whether they still
remember the surveying and questioning steps or not. Some of them said that
they did not remember the steps, therefore the teacher tried to re-call their
memory about those steps. They were asked to do surveying step first. They
had to survey what the text was about. In this step, they integrated the new
information from the text given with the information that they have already
known. Next, they were asked to continue the questioning step. In this step,
they were explained about how to make question. In the previous meeting, it
showed that they did not know how to make question well. Therefore, the
teacher decided to explain it first. In this meeting, they were taught about
nominal and verbal sentences. Then, they were also explained how to form a
question.
After finishing the questioning step, she gave them 10 minutes to do the
reading step. Then, she asked them to continue to the next step which is
reciting. The students were asked to answer their questions. Some of them
did it well, they answered all of the question correctly. However, some of
them were still confused because they still had difficulties to find out
specific information in the text given.
Then, the teacher asked the students to do the reviewing step. She gave
them 10 minutes to review the text by using their own words. In addition, to
check their comprehension, she asked some of them to read their review in
front of the class. They were still unconfident because they felt difficult to
make a brief summary for completing this step.
 36

3) Observing
In this phase, the teacher observed the students’ participation, response,
achievement and the other things in physical classroom. In the first meeting, the
teacher realized that she had to do a lot of effort to make the students become
more active during the learning process. Some of them were active and showed
their enthusiasm, however, some of them were quiet and they did not involve
themselves actively. They said that they were afraid if they made mistakes
when answering the question from the teacher. Therefore, she motivated them
to involve themselves actively during the learning process.
In the second meeting, the teacher saw a better classroom condition; they
showed their enthusiasm during the learning process. They were not shy to ask
a question when they did not understand the teacher’s explanation. They also
answered the question from the teacher actively.
In the third meeting, it was found that the students became more active
during the learning process. They did all of task based on the instruction. They
also finished the task on time. They said that they felt more comfortable with
the classroom condition. However, they were several students who felt
unconfident when the teacher asked them to read their review loudly in front of
the class.
Furthermore, after finishing the teaching and learning process in the first
cycle, the teacher gave post-action test 1 in order to know the students’ progress
in reading. It was held in the next meeting.

4) Reflecting
In this phase, the teacher analyzed the students’ achievement and progress
based on their test score. The teacher also discussed the result of the
implementation of the modified action and decided whether the action should
be continued or not. However, regarding to the first cycle, there was a progress
of the students’ reading comprehension although not all targets could
 37

accomplish yet. In general, most of students could understand the material but
some of them still could not state the gist from the text well.
Therefore, based on the discussion with the English teacher and the result
of post-action test 1, it can be concluded that it was necessary to do the cycle 2
because the teacher found only little progress which had been achieved by the
students. The teacher thought that there must be more efforts to develop
students’ reading comprehension. Therefore, the new lesson plan for the cycle 2
was formulated.

b. Cycle 2
1) Planning
The planning phase of the second cycle was implemented into a lesson
plan. It was aimed to change some parts that need to be revised. The new lesson
plan which was used still related to the use of SQ3R technique for reading the
report text. However, there was a modification in this cycle; the teacher asked
the students to work with their partner. The teacher also made preparation of
teaching aids. Besides, she also prepared the new text which is familiar for
them. The report texts which related to their program were chosen since they
were in social class. Furthermore, Hedgcock and Ferris state that the students
will become more active when reading the text which contains material that
interests them.1 Besides, the post-action test 2 also prepared to see their
improvement in reading.
2) Acting
a) First Meeting
The action of the cycle 2 was begun on August 29th 2016. In this
meeting, the teacher tried to ask the students to do peer-assessment during
reading activity using SQ3R technique. Besides, she also motivated the
students by giving them extra point. Before starting the lesson, she greeted

1
John S. Hedgcock and Dana R. Ferris, Teaching Readers of English: Students, Texts and
Contexts, (New York: Taylor & Francis e-Library, 2009), p.63.
 38

the students and asked the students to pray together. Then, she checked the
attendance list as usual.
After checking the attendance list, she told the students about the
objective of the meeting. Then, she gave them report text entitled “Geyser”.
She asked them to do SQ3R steps as usual. First, they did the surveying step;
they predict what the text was about. Most of the students did this step well.
After that, she continued into the next step which is questioning. Almost all
of the students could make the question well. They could differentiate the
interrogative form of verbal and nominal sentences. Having made the
questions, they read the text. However, some students said that they did not
know the meaning of the vocabularies. Here, the teacher asked them to
discuss the meaning of the difficult vocabularies with their partner.
Then, they continued to the reciting step. They wrote the key points of
the text given and also answered their own questions in order to check their
comprehension. They were given 5 minutes to answer the questions. The last
step was reviewing. They made a brief review by using their own words.
Some of them felt difficult to make some sentences their own words.
After completing the whole steps, the students were asked to exchange
their work to their partner. They were asked to check and correct their
partner’s work. After that, they were asked to give feedback for their
partner’s work. Then, they had to discuss it.
From the discussion, it was found that most of the students had
difficulties in reciting and reviewing steps. Therefore, the teacher decided to
focus on reciting and reviewing steps in the next meeting.

b) Second Meeting
The second meeting was done on August 30th 2016. In this meeting,
the material was still about SQ3R technique, but the teacher tended to focus
on reciting step. The same as the previous meeting, the teacher greeted the
students and asked them to pray together before the learning activity. Then,
 39

she checked the attendance list. Besides, she also motivated the students to
be more active during the learning process. She told them that she would
give extra point for them who wanted to involve themselves actively.
In this meeting, the teacher gave the other report text entitled “Alpha
Centauri” to the students. Then, the students were asked to do the SQ3R
steps during the reading activity. However, the students were given limited
time to finish the task because they have understood the some steps well.
The same as previous meeting, they did the surveying step firstly. After that,
they were asked to make questions based on the text given. They were also
asked to read the text carefully in order to find the specific information.
After finishing the three steps, the students were asked to do reciting
steps. They had to note the key points based on the text given. In this step,
the teacher guided them to note the key points and answer the question that
they made before. Besides, they had to continue the steps by making review
using their own words. Then, they had to exchange their works with their
partner like in the previous meeting. They were asked to give feedback such
as comment and correction. They were also asked to read their work in front
of the class. In this case, there were two students who read their works
bravely in front of the class. They were given extra point.

c) Third Meeting
The last meeting of cycle 2 was done on September 5th 2016. The
teacher greeted the students and asked them to pray first before the learning
activity was begun. She also checked the attendance list.
In this last meeting, the material was focused on reviewing step. The
report text entitled “Oil” was given to the students. Then, they were asked to
do the SQ3R steps. They were given 10 minutes to do surveying and
questioning technique. Many students finished their work before the time
was up. Furthermore, they were given 5 minutes to read the text given. They
 40

had to find specific information in order to make them easier in doing the
next steps.
After reading the text, they were asked to do reciting step. In this
meeting, the students did the reciting step well. They did not need
explanation from the teacher again. Besides, they were also asked to the last
step which is reviewing. Unfortunately, many students were still confused in
doing this step. Thus, they were guided to make sentences using their own
words. They were given brief explanation about how to make review. Then,
they tried to do this step based on the instruction.
In the next activity, the students were asked to exchange their work to
their partner. As usual, they had to give feedback such as comment,
correction and suggestion. Then, they had to discuss it with their partner.
Furthermore, they were also asked to present their discussion result in front
of the class. The teacher told them that she would give them extra point.
Finally, they were three students who performed in front of the class. In
addition, they said that they only found few mistakes on their friend’s work.
From their presentation, it can be concluded that they understand the text
fully. They also could finish the whole steps of SQ3R well.

3) Observing
In this cycle, the activities in classroom such as students’ participation and
their progress during learning process were observed. Then, it can be concluded
that the classroom condition during learning process was better than the
previous cycle.
In the first meeting, the students were given a new report text which is
familiar for them. By having the text which related to the other subject, the
students’ motivation was increased. They were eager to know about the text.
Besides, they did not found many scientific terms as they found in the previous
cycle. In this meeting, their participation in classroom activity also increased
because of extra point that the teacher gave.
 41

In the second meeting, the material was focused on reciting step. The
students involved themselves actively during the learning process. They asked
the teacher bravely when they found difficult instruction. In addition, they were
given limited time to do the SQ3R steps, however, they could finish it well.
Furthermore, when they were asked to work with their partner to give feedback;
comment, correction and suggestion, they finished it based on the instruction
given. They gave their effort to have the best result.
In the last meeting, the students were given a new text. The same as
previous meeting, they were asked to do SQ3R steps. However, in this meeting,
the material was focused on reviewing step. They had difficulty in making a
review using their own words, therefore the teacher decided to give explanation
about how to make summary. They listened to the teacher carefully. Further,
some of them asked the teacher how to connect one sentence to the other
sentence. When they have finished their work, they were asked to exchange
their work again with their partner. After that, they had to present their
discussion in front of the class. Several students present it voluntarily. They
showed their eagerness to learn. Then, they were given extra point as the
reward.
4) Reflecting
After getting the result of reading test, the teacher carried out the reflection
of classroom action research (CAR). In this phase, the teacher felt satisfied that
the effort to improve students’ reading comprehension by using SQ3R
technique was increased significantly. Students could comprehend the text well.
It was proved by the students’ test result of post-action test 2 which was better
than post-action test 1 and pre-action test. In addition, the students were also
active and confident during the learning process.
After achieving the target where minimally 75% students passed the KKM,
the writer decided to stop the classroom action research (CAR) because it had
already successful.
 42

3. Post-Implementing the Action

a. The Result of Post-Interview
1) Interview with the Teacher
After implementing the Classroom Action Research for about six
meetings, the English teacher was interviewed. The teacher was asked about
the reading technique being used, which was SQ3R. He said that he was
satisfied about the students’ score improvement and their attitude toward
English. Before applying SQ3R technique, they had some difficulties to
comprehend English text. However, after applying the SQ3R technique, they
showed their interest and enthusiasm during the learning process. Further,
they were also brave to ask question when they found difficulty and also to
answer the teacher’s question. Since they were brave to speak English in
front of the others, the teacher concluded that they made a big progress by
showing their eagerness to learn English.
In addition, the teacher also gave comment related to the SQ3R
technique. He commented that SQ3R technique was new for the students,
however their reaction was good. He thought that he should apply this
technique in teaching the other kinds of text, since by using this technique,
the students’ reading comprehension was improved. The five steps of this
technique which covered pre-reading, while-reading and post-reading
activity is worth to be applied in teaching reading comprehension.

2) Interview with the Students

Besides interviewing the teacher, the writer also interviewed the
students. They were asked to give opinion and comment about the use of
SQ3R technique for reading activity. The representatives were three students
in XI IPS 1 consisting of one male and two female students. Most of them
agreed that English is difficult subject, since they have to memorize the rules
of grammatical aspect, the pronunciation of each word, and so on. Further, in
 43

reading skill, they have to comprehend the text, find the main idea of the text
and also understand the unfamiliar vocabulary.
Related to the use of SQ3R, they almost agreed that SQ3R technique
was really helpful to improve their comprehension. They said that by using
the whole steps of SQ3R technique, they could comprehend the text fully.
Besides, they also said that they had a purpose when they read the text. In
addition, Blachowicz and Ogle state that good readers should have plans for
comprehending the text.2 By knowing what was they looked for, it made
them focus during the reading activity.
Furthermore, they were satisfied when they knew their test results. Most
of them made significant improvement. Although it consumed many times to
do the whole steps of this technique, they hoped that the teacher will use this
technique in teaching the other kinds of text.

b. The Result of Post-Action Test

After finishing the cycle 1 and cycle 2, the post-action test results were
calculated. First, the post-action test 1 was calculated in order to know the
students’ score improvement from the pre-action test to post-action test in
cycle 1. There are three steps to have the result. Those are calculating the
students’ mean score of post-action test 1, the percentage of students’
improvement score from pre-action test to post-action test 1 and the
percentage of students who pass the KKM.
The first step is to calculate the mean score of post-action test. The
calculation as the following:

∑ post-action test 1 = 2690

Mx = ∑x
____
N

2
Camille Blachowicz and Donna Ogle, Reading Comprehension: Strategies for Independent
Learners, (New York: The Guilford Press, 2008), p.33.
 44

Mx = 2690
____
36
Mx = 74.7
From that calculation, the students’ mean score of post-action test 1 is
74.7. It proves that there is improvement from the mean score of pre-action
test. It could be seen from mean score of pre-action test which is 60 to the
mean score of post-action test 1 which is 74.7.
The second step is calculating the percentage of students’ improvement
score from pre-action test and post-action test 1. It is calculated as follows:
y1-y
P = ____ X 100%
Y

74.7-60
P = ____ X 100%
60
P = 24.5%

Based on that calculation, the percentage of students’ improvement from

pre-action test to post-action test 1 is 24.5%. It shows that the score of post-
action test in cycle 1 has improved 24.5% from pre-action test.
The next step is calculating the percentage of students who pass KKM. It
is calculated as follows:
F
P = ____ X 100%
N
13
P = ____ X 100%
36
 45

P = 36.1%

From that calculation, the class percentage who passes the KKM is
36.1%. It means that in cycle 1, there are 13 students who passed the KKM
and there are 23 students who have score below the KKM.
Furthermore, in cycle 2, the result of post-action test 2 is also calculated
to know the score improvement. The same as the previous calculation, there
are three steps to know the improvement, which are calculating the students’
mean score of post-action test 2, the percentage of students’ improvement
score from pre-action test and post-action test 2 and the percentage of students
who pass the KKM.
The first step is to calculate the mean score of post-action test 2. The
calculation as the following:

∑ post-action test 2 = 3010

Mx = ∑x
____
N

Mx = 3010
____
36

Mx = 83.6

From that calculation, the mean score of post-action test 2 is 83.6. It

proves that there is improvement in this cycle. It could be seen from mean
score of post-action test 1 which is 74.7 to the mean score of post-action test 2
which is 83.6.
Then, the second step is calculating the percentage of students’
improvement score from pre-action test to post-action test 2. It is calculated as
follows:
 46

y2-y
P = ____ X 100%
Y

83.6-60
P = _____ X 100%
60
P = 39.3%
Based on the calculation, it can be seen that the post-action test 2
improves 39.3% from the pre-action test. Furthermore, the next step is
calculating the percentage of students who pass KKM. It is calculated as
follows:
F
P = ____ X 100%
N

30
P = ____ X 100%
36
P = 83.3%

From that calculation, the class percentage who passes KKM is 83.3%. It
means that in cycle 2, there are 30 students who passed the KKM and there
are 6 students who have score below the KKM. The result of the class
percentage in cycle 2 shows the improvement from the previous test.
In short, the result of the test can be obviously seen in this table 4.2:
 47

Table 4.2
The Comparison Score of Pre-action test, Post-action test 1 and
Post-action test 2
Category Pre-action Post-action Post-action
test Score test 1 Score test 2 Score
Maximum 80 85 95
Minimum 50 65 70
Mean 60 74.7 83.6

Based on the table 4.2, it shows that the mean score of reading test before
applying the SQ3R technique is 60. Meanwhile, the minimum score is 50 and
the maximum score is 80. Then, the mean score of post-action test 1 is 74.7.
In addition, in this test, the minimum score is 65 and the maximum score is
85. Next, the mean score of post-action test 2 is 83.6. Meanwhile, the
minimum score is 70 and the maximum score is 95. It shows that there is
improvement from the pre-action test to post-action test 2.
Furthermore, the class percentage of successful and unsuccessful students
is illustrated in figure 4.1, 4.2 and 4.3.
Figure 4.1
The Percentage of Successful and Unsuccessful Students Passing the
KKM in Pre-Action Test

Pre-Action Test

8.3%
Unsuccessful
Students
Successful
Students
91.7%
 48

From the figure 4.1, it can be seen that in the pre-action test, there are
only 8.3% of successful students. It means that there are only 3 students who
pass the KKM and there are 91.7% of students or 33 students have score
below the KKM which is 76.

Figure 4.2
The Percentage of Successful and Unsuccessful Students Passing
the KKM in Post-Action Test 1

Post-Action Test 1

Unsucessful
36.1% Students
Successful
Students
63.9%

Next, from the figure 4.2, the class percentage of students who pass the
KKM is 36.1%. Meanwhile, 63.9% of students or 23 students have score
below the KKM.
 49

Figure 4.3
The Percentage of Successful and Unsuccessful Students
Passing the KKM in Post-Action Test 2

Post-Action Test 2

16.7%
Unsuccessful
Students
Successful
Students
83.3%

Then, in the post-action test 2, the class percentage of successful students

who pass the KKM is 83.3%. It means there are 30 students who pass the
KKM and there are only 6 students have score below the KKM.
Since the result of the test shows that more than 75% students could pass
the KKM, it means the target is fulfilled. Therefore, the cycle is stopped and
the Classroom Action Research is successful.

B. Research Interpretation
1. Pre-Implementing the Action
a. The Result of Pre-Interview
Based on the data had from the interview with the English teacher and the
students, it can concluded that the students’ reading comprehension is low
because they had difficulty to get the gist from the text. Besides, they also had
insufficient vocabulary that made them difficult to comprehend the text.
Therefore, the teacher had to find teaching technique to solve the students’
problem.
SQ3R technique is applied to solve the students’ problem because it
consists of five steps which covered pre-reading activity, during-reading
 50

activity and post-reading activity. It supposed to increase students’ engagement

with the text. Thus, their reading comprehension could be improved.

b. The Result of Pre-Observation

Before implementing the action, XI IPS 1 class was observed. From the
observation, it showed that the teacher’s teaching technique was not interesting
enough for the students, therefore their participation during the learning process
was quite passive. Besides, there were only some students who involved
themselves actively during the learning process. In other hand, the other
students were busy with their other task. Therefore, the teacher should find a
way to make the students participate actively during the learning process.

c. The Result of Pre-Action Test

Before implementing the action, the pre-action test was given to measure
students’ reading comprehension. There were 36 students consisted of 15 male
and 21 female students. From the test result, there were only 3 students who
passed the KKM which is 76. It meant there were only 8,3% of students passed
the KKM. In table 4.1, it showed that the minimum score was 50, meanwhile
the maximum score was 80. In addition, their mean score in this test was 60.

2. The Implementation of Classroom Action Research

a. Cycle 1
The lesson planning for three meetings was made. Besides, the observation
checklist and post-action test 1 were also prepared. The teacher implemented
the teaching learning process based on the lesson plan had been made. In the
first meeting, the teacher taught about report text. The students said that they
still confused about the material. Therefore, she explained about the definition,
the purpose, generic structure and the language features of report text. Having
explained the material, the students were asked to make a group to analyze the
report text given and answer the question in the card. In this activity, they
seemed enjoy the learning process although there were only several students
 51

who interacted and cooperated actively with their friends for finishing their
task.
In the second meeting, the teacher introduced SQ3R technique to the
students. This technique was new for them, therefore the teacher should explain
its steps clearly. After explaining the text clearly, she gave text to them then she
asked them to read the text by applying SQ3R technique. In this meeting, the
students still need a guide from the teacher since they were not familiar with the
technique. Therefore, the teacher tried to give explanation and instruction as
clear as possible to make them easier in understanding each steps of SQ3R
technique.
The same as previous meeting, in this meeting, the students were given
new report text and they had to do SQ3R technique. However, in the previous
meeting, it showed that they did not know how to make question well.
Therefore, the teacher decided to explain it first. In this meeting, they were
taught about nominal and verbal sentences. Then, they were also explained how
to form a question.
After finishing the teaching and learning process in the first cycle, the
teacher gave post-action test 1 in order to know the students’ progress in
reading. It was held in the next meeting. From that result, there were less than
75% of students who passed the KKM. Therefore, she decided to conduct the
second cycle.

b. Cycle 2
In this cycle, there were some parts that need to be revised. Some
modifications were made such as asking the students to work with their partner.
Besides, she also prepared the new text which is familiar for them. The report
texts which related to their program were chosen. Besides, the post-action test 2
also prepared to see their improvement in reading.
In the first meeting of cycle 2, the teacher gave new report text with the
different title. In addition, the students were asked to do peer-assessment during
 52

reading activity using SQ3R technique. After completing the whole steps, the
students were asked to exchange their work to their partner. They were asked to
check and correct their partner’s work. After that, they were asked to give
feedback for their partner’s work. Then, they had to discuss it.
In the second meeting, the learning activity is still same as the previous
meeting. The students were given new report text and they were asked to do
SQ3R technique. In addition, they were also asked to read their work in front of
the class. In this case, there were two students who read their works bravely in
front of the class. They were given extra point.
In the last meeting, they did the same learning activity, but it tends to focus
on reviewing step. In this meeting, they had to give feedback such as comment,
correction and suggestion. Then, they had to discuss it with their partner.
Furthermore, some of them presented their discussion result in front of the
class.

3. Post-Implementing the Action

a. The Result of Post-Interview with the Teacher
After implementing the action for about six meetings, the English teacher
was asked about his opinion toward the students’ improvement. He said that he
was satisfied with the students’ improvement. Besides, the teacher felt their
students’ motivation was also increased. They showed their enthusiasm during
the learning process. In addition, the teacher also gave his opinion about the
reading technique that being used. He thought that he should apply SQ3R
technique in teaching the other kinds of text, since by using this technique, the
students’ reading comprehension was improved.

b. The Result of Post-Interview with the Students

Besides interviewing the teacher, the students were also interviewed to
make the data more reliable. The representatives of the students were asked
about some questions related to the use of SQ3R technique. Most of them
agreed that SQ3R technique was helpful since it can help them to comprehend
 53

the text fully. The five steps of SQ3R facilitated them to comprehend the text
by combining pre-reading, during-reading and post-reading activity.
Furthermore, their scores from pre-action test to post-action test 2 were
increased. They also hoped that the teacher will use SQ3R technique in
teaching the other types of text.

c. The Result of Post-Action Test I

The mean score of the post-action test 1 is 74.7. It means that the
improvement result from the pre-action test to post-action test 1 is 24.5%. Then,
the class percentage who passes the KKM in this test is 36.1% which means
there were 13 students passed the KKM. However, this result have not fulfilled
the criterion of action success, therefore the next cycle is needed to reach the
target which is 75% of students could pass the KKM.

d. The Result of Post-Action Test II

The mean score of post-action test 2 is 83.6. It proves that there is
improvement in this cycle. It could be seen from mean score of post-action test
1 which is 74.7 to the mean score of post-action test 2 which is 83.6. Besides,
the class percentage of students who passes KKM is 83.3%. It means that in
cycle 2, there are 30 students who passed the KKM. The result of the class
percentage in cycle 2 shows the improvement from the previous test. Since the
result of the test shows that more than 75% students could pass the KKM, it
means the target is fulfilled. Therefore, the cycle is stopped and the Classroom
Action Research is successful.
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
After implementing the whole steps of Classroom Action Research which consist of
four steps; planning, acting, observing and reflecting, there was the research finding, it
showed that there is significant improvement before and after applying the SQ3R
technique.
In this study, the SQ3R technique was applied to the eleventh grade students of
SMAN 1 Parung, specifically XI IPS 1 which consists of 36 students. In addition, there
were interview, observation and test as the instrument of this study. Based on the
observation result, it showed that the students could comprehend the text and also find the
specific information easily after applying the SQ3R technique during reading activity.
Besides, based on the interview result, it could be concluded that the use of SQ3R
technique could improve their reading comprehension. SQ3R technique helped them to
get the gist from the text.
In addition, the students’ improvement in reading comprehension can be seen clearly
in their pre-action test and post-action test scores. The mean score of pre-action test was
60 and there were only 8.3% of students could pass the KKM. Besides, the mean score of
post-action test 1 was 74.7, there were 36.1% of students could pass the KKM. However,
the next cycle had to be conducted to make 75% students passing the KKM. Finally the
result of post-action test 2 was better, the mean score of post-action test 2 was 83.6, there
were 83.3% of students could pass the KKM. From that progress, it can be obviously
seen that more than 75% students passing the KKM and the research was accomplished
since it was fulfilled the criterion of the success. Thus, it can be concluded that using
SQ3R technique can improve students’ reading comprehension especially report text.

54
 55

B. Suggestions

Based on the conclusion above, it can be delivered some suggestions. Here the
suggestions as follows:
- For Students
SQ3R technique is expected to use by the students in order to increase their
engagement with the text by combining pre-reading, during-reading and post-
reading activity.
- For Teachers
SQ3R technique can increase students’ reading comprehension. Therefore, this
technique is worth to be applied by the teachers in teaching reading. Furthermore,
it is suggested to the teachers to be selective in choosing the text. In this case, the
teacher should choose the text which related to the other subject in order to make
them easier in comprehending the text.
- For Other Researchers
It is hoped that the result of this study can be used as an additional reference for
the next researchers who need to make a revision within the development of this
study.
 Appendix 1

SILABUS SMA/MA

Mata Pelajaran : BAHASA INGGRIS-WAJIB

Kelas : XI
Kompetensi Inti :

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan
dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif,
serta mampu menggunakan metoda sesuai kaidah keilmuan

Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu

1.1 Mensyukuri kesempatan Teks lisan dan tulis Mengamati KRITERIA PENILAIAN: 2 x 2jp  CD/ Audio/ VCD
dapat mempelajari untuk memberi saran
 Siswa menyimak/ mendengarkan ungkapan  Tingkat ketercapaian fungsi  Koran/ majalah
bahasa Inggris sebagai dan tawaran dan
memberi saran dan tawaran dan responnya sosial memberi saran dan berbahasa Inggris
bahasa pengantar responnya
dengan (ucapan, tekanan kata, intonasi, ejaan) tawaran dan responnya
komunikasi International  Sumber dari
yang diwujudkan dalam
Fungsi Sosial yang tepat, serta sikap santun dan peduli.  Tingkat kelengkapan dan internet:
semangat belajar  Menjaga hubungan  Siswa mencoba menirukan pengucapannya dan keruntutan struktur teks
- www.dailyenglish.
2.1 Menunjukkan perilaku interpersonal dengan menuliskan ungkapan yang digunakan. memberi saran dan tawaran
com
santun dan peduli dalam guru, teman, dan dan responnya
 Siswa belajar mengambil giliran dalam melakukan - http://americanen
melaksanakan orang lain tindak komunikasi  Tingkat ketepatan unsur
komunikasi interpersonal glish.state.gov/file
kebahasaan: tata bahasa,
dengan guru dan teman. s/ae/resource_file
 Terbiasa Mempertanyakan (questioning) kosa kata, ucapan, tekanan
s
3.1 Menganalisis fungsi menggunakan kata, intonasi
ungkapan memberi  Dengan pertanyaan pengarah dari guru, siswa - http://learnenglish.
sosial, struktur teks, dan  Kesesuaian format penulisan/
britishcouncil.org/
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
unsur kebahasaan pada saran dan tawaran mempertanyakan: penyampaian en/
ungkapan memberi saran dan meresponnya - Fungsi sosial
dan tawaran, serta
responnya, sesuai Ungkapan - Ungkapan yang digunakan untuk memberi saran CARA PENILAIAN:
dengan konteks dan tawaran
Saran dan tawaran: Unjuk kerja
penggunaannya
Why don’t you… - Penggunaan unsur kebahasaan dari tindakan
4.1 Menyusun teks lisan dan komunikatif memberi saran dan tawaran dan  Bermain peran (role play)
What about …? dalam bentuk interaksi yang
tulis untuk menyatakan, responnya.
You should … berisi pernyataan dan
menanyakan, dan
merespon ungkapan You can …. Mengeksplorasi pertanyaan tentang memberi
memberi saran dan Do you need ….? saran dan tawaran dan
 Siswa secara mandiri mencari pengetahuan responnya .
tawaran, dengan Unsur kebahasaan tambahan tentang tujuan, ungkapan, dan unsur
memperhatikan fungsi kebahasaan yang digunakan dalam ungkapan  Ketepatan menggunakan
sosial, struktur teks, dan (1) Ucapan, tekanan memberi dan dan tawaran dan meresponnya struktur dan unsur
unsur kebahasaan yang kata, intonasi, kebahasaan dalam memberi
 Siswa berlatih menggunakan ungkapan tersebut
benar dan sesuai konteks (2) Rujukan kata saran dan tawaran serta
 Siswa berlatih mengambil giliran dan menggunakan
kesantunan dalam berkomunikasi responnya

Topik Mengasosiasi Pengamatan (observations):

Keteladanan tentang  Siswa menganalisis ungkapan untuk menyatakan,  Upaya menggunakan
perilaku peduli, memberi, dan menerima saran dan tawaran bahasa Inggris untuk
kerjasama, dan proaktif dengan mengelompokannya berdasarkan memberi saran dan tawaran
penggunaan. dan responnya ketika
muncul kesempatan.
 Dalam kerja kelompok terbimbing, siswa  Kesungguhan siswa dalam
membandingkan ungkapan memberi saran dan proses pembelajaran di
tawaran dan responnya yang lain dan setiap tahapan.
mengaitkan dengan berbagai ekspresi yang  Kesantunan dan
mungkin digunakan, sesuai konteks kepedulian dalam
penggunaannya. melaksanakan komunikasi
 Siswa memperoleh balikan (feedback) dari guru
dan teman tentang setiap yang dia sampaikan
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
dalam kerja kelompok.
 Siswa membandingkan cara mengambil giliran dan
merespon dengan yang diperoleh dari sumber lain
Mengkomunikasikan
 Siswa bermain peran memberi saran dan
tawaran serta responnya
 Siswa menggunakan ungkapan-ungkapan
memberi saran dan tawaran dalam konteks
komunikasi yang wajar di dalam dan di luar
kelas,dalam bentuk percakapan/simulasi
dengan memperhatikanfungsi sosial,
ungkapan, dan unsur kebahasaan serta strategi
yang benar dan sesuai dengan konteks.
 Siswa membuat ‘learning journal’

1.1 Mensyukuri kesempatan Teks lisan dan tulis Mengamati KRITERIA PENILAIAN: 2 x 2 JP  CD/ Audio/ VCD
dapat mempelajari bahasa untuk menyatakan
 Siswa mendengarkan/menonton interaksi  Tingkat ketercapaian fungsi  Koran/ majalah
Inggris sebagai bahasa pendapat dan pikiran
menyatakan pendapat dan pikiran serta responnya social ungkapan menyatakan berbahasa Inggris
pengantar komunikasi serta responnya
pendapat dan pikiran
International  Siswa mengikuti interaksi menyatakan pendapat  Sumber dari
2.2. Mengembangkan
Fungsi Sosial dan pikiran  Tingkat kelengkapan dan internet:
perilaku jujur, disiplin,  Menjaga hubungan keruntutan struktur teks
 Siswa menirukan model interaksi menyatakan - www.dailyenglish.
percaya diri, dan interpersonal dengan ungkapan menyatakan
pendapat dan pikiran com
bertanggung jawab guru, teman, dan orang pendapat dan pikiran
dalam melaksanakan  Dengan bimbingan dan arahan guru, siswa - http://americanen
lain  Tingkat ketepatan unsur
komunikasi transaksional mengidentifikasi ciri-ciri interaksi menyatakan glish.state.gov/file
kebahasaan: tata bahasa,
dengan guru dan teman. pendapat dan pikiran (fungsi sosial, struktur teks, s/ae/resource_file
Ungkapan kosa kata, ucapan, tekanan
dan unsur kebahasaan). s
3.2. Menganalisis fungsi kata, intonasi
menyatakan
sosial, struktur teks, dan Mempertanyakan (questioning) - http://learnenglish.
pendapat/pikiran  Kesesuaian format penulisan/
unsur kebahasaan pada britishcouncil.org/
 Dengan bimbingan dan arahan guru, siswa
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
ungkapan menyatakan mempertanyakan antara lain perbedaan berbagai penyampaian en/
I think …
pendapat dan pikiran, ungkapan menyatakan pendapat dan pikiran
sesuai dengan konteks dalam bahasa Inggris, perbedaan ungkapan CARA PENILAIAN:
I suppose...
penggunaannya. dengan yang ada dalam bahasa Indonesia, Unjuk kerja
In my opinion … kemungkinan menggunakan ungkapan lain, dsb.
4.2. Menyusun teks lisan dan  Bermain peran (role play)
tulis untuk menyatakan Unsur Kebahasaan Mengeksplorasi dalam bentuk interaksi yang
dan merespon ungkapan Ucapan, tekanan kata, berisi pernyataan dan
Siswa menyatakan pendapat dan pikiran dengan
menyatakan pendapat intonasi pertanyaan tentang
bahasa Inggris dalam konteks simulasi, role-play, dan
dan pikiran, dengan ungkapan menyatakan
kegiatan lain yang terstruktur.
memperhatikan fungsi pendapat dan pikiran.
sosial, struktur teks, dan Mengasosiasi
unsur kebahasaan, benar  Ketepatan menggunakan
 Siswa membandingkan ungkapan menyatakan struktur dan unsur
dan sesuai konteks.
pendapat dan pikiran yang telah dipelajari dengan kebahasaan dalam
yang ada di berbagai sumber lain. menyatakan pendapat dan
 Siswa membandingkan antara ungkapan dalam pikiran serta responnya
bahasa Inggris dan dalam bahasa siswa. Pengamatan (observations):
Mengkomunikasikan  Upaya menggunakan
bahasa Inggris untuk
 Siswa menyatakan pikiran dan pendapat dengan menyatakan dan
bahasa Inggris, di dalam dan di luar kelas. menanyakan pendapat atau
 Siswa menuliskan permasalahan dalam pikiran ketika muncul
menggunakan bahasa Inggris untuk menyatakan kesempatan.
pendapat dan pikiran dalam jurnal belajar (learning  Kesungguhan siswa dalam
journal). proses pembelajaran di
setiap tahapan.
 Kesantunan dan
kepedulian dalam
melaksanakan komunikasi
 Berperilaku jujur, disiplin,
percaya diri, dan
bertanggung jawab dalam
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
melaksanakan komunikasi

1.1.Mensyukuri kesempatan Teks lisan dan tulis Mengamati KRITERIA PENILAIAN: 2 x 2 JP  CD/ Audio/ VCD
dapat mempelajari untuk menyatakan
 Siswa mendengarkan/menonton interaksi ungkapan  Tingkat ketercapaian fungsi  Koran/ majalah
bahasa Inggris sebagai harapan dan doa serta
harapan dan doa social ungkapan menyatakan berbahasa Inggris
bahasa pengantar responnya
harapan dan doa
komunikasi International  Siswa mengikuti interaksi harapan dan doa  Sumber dari
2.1.Mengembangkan perilaku  Tingkat kelengkapan dan internet:
Fungsi sosial:  Siswa menirukan model interaksi harapan dan doa
santun dan peduli dalam keruntutan struktur teks
- www.dailyenglish.
melaksanakan Menjaga hubungan  Dengan bimbingan dan arahan guru, siswa ungkapan menyatakan
com
komunikasi antar pribadi mengidentifikasi ciri-ciri interaksi harapan dan doa. harapan dan doa bersayap
interpersonal dengan
dengan guru dan teman. (fungsi sosial, struktur teks, dan unsur - http://americanen
guru, teman, dan orang  Tingkat ketepatan unsur
kebahasaan). glish.state.gov/file
3.3 Menganalisis fungsi lain kebahasaan: tata bahasa,
s/ae/resource_file
sosial, struktur teks, dan Mempertanyakan (questioning) kosa kata, ucapan, tekanan
s
unsur kebahasaan pada Ungkapan: kata, intonasi
Dengan bimbingan dan arahan guru, siswa
ungkapan harapan dan - http://learnenglish.
harapan dan doa mempertanyakan antara lain perbedaan antar  Kesesuaian format penulisan/
doa bersayap (extended), britishcouncil.org/
berbagai ungkapan harapan dan doa dalam bahasa penyampaian en/
sesuai dengan konteks - I hope …
penggunaannya Inggris, perbedaan ungkapan dengan yang ada dalam CARA PENILAIAN:
- I wish you all the
bahasa Indonesia, kemungkinan menggunakan
4.3 Menyusun teks lisan dan best. Thank you. Unjuk kerja
ungkapan lain, dsb.
tulis untuk menyatakan  Bermain peran (role play)
dan merespon ungkapan Mengeksplorasi dalam bentuk interaksi yang
harapan dan doa, Unsur kebahasaan:
Siswa menyatakan harapan dan doa dengan bahasa berisi pernyataan dan
bersayap (extended) Ucapan, tekanan kata, pertanyaan tentang
Inggris dalam konteks simulasi, role-play, dan
dengan memperhatikan intonasi ungkapan menyatakan
kegiatan lain yang terstruktur.
fungsi sosial, struktur harapan dan doa bersayap
teks, dan unsur Mengasosiasi
kebahasaan, yang benar  Ketepatan dan kesesuaian
 Siswa membandingkan ungkapan harapan dan menggunakan struktur dan
dan sesuai konteks
doa yang telah dipelajari dengan yang ada di unsur kebahasaan dalam
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
berbagai sumber lain. menyatakan harapan dan
doa serta responnya.
 Siswa membandingkan antara ungkapan dalam
bahasa Inggris dan dalam bahasa siswa. Pengamatan (observations):
 Upaya menggunakan
bahasa Inggris untuk
Mengkomunikasikan
menyatakan harapan dan
 Siswa menyatakan harapan dan doa dalam doa ketika muncul
bahasa Inggris, di dalam dan di luar kelas. kesempatan.
 Siswa menuliskan permasalahan penggunaan  Kesungguhan siswa dalam
ungkapan harapan dan doa dalam bahasa Inggris proses pembelajaran di
dalam jurnal belajar (learning journal). setiap tahapan.
 Kesantunan dan
kepedulian dalam
melaksanakan komunikasi
Mengamati
1.1 Mensyukuri Teks khusus, lisan dan Kriteria penilaian: 3 x 2 JP  Berbagai
kesempatan dapat tulis, berbentuk  Siswa mendengarkan berbagai ungkapan undangan dalam
 Pencapaian fungsi sosial
mempelajari bahasa undangan resmi yang digunakan guru dalam mengundang bahasa Inggris
Inggris sebagai bahasa sederhana secara resmi dari berbagai sumber (a.l. media  Kelengkapan dan keruntutan
 CD/ Audio/ VCD
pengantar komunikasi Fungsi Sosial massa, internet). struktur teks
International yang  Koran/ majalah
Menjagahubungan  Siswa berlatih menentukan gagasan utama,  Ketepatan unsur kebahasaan:
diwujudkan dalam berbahasa Inggris
transaksional dengan dan informasi rinci tata bahasa, kosa kata,
semangat belajar ucapan, tekanan kata,  Sumber dari
orang lain  Siswa membacakan contoh-contoh teks
2.3 Menunjukkankan perilaku intonasi, ejaan, dan tulisan internet:
Struktur mengundang tersebut dengan ucapan,
tanggung jawab, peduli, tangan
intonasi, tekanan kata, dengan benar dan - www.dailyenglish.
kerjasama, dan cinta Salutation lancar.  Kesesuaian format penulisan/ com
damai, dalam penyampaian
melaksanakan - Will/ Couid you  Siswa menyalin contoh-contoh teks undangan - http://americanen
komunikasi fungsional come with me to resmi sesuai dengan aslinya agar menangkap Cara Penilaian: glish.state.gov/file
the exhibition? isi, format dan tata letak penulisan. s/ae/resource_file
3.4 Menganalisis fungsi Unjuk kerja s
sosial, struktur teks, dan - Is it possible for  Melakukan role-play
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
unsur kebahasaan dari you to attend my Mempertanyakan (questioning) (bermain peran) - http://learnenglish.
teks undangan resmi, birthday partyr? mengundang secara resmi britishcouncil.org/
 Dengan pertanyaan pengarah dari guru siswa
sesuai dengan konteks en/
penggunaannya Closing terpancing untuk mempertanyakan tujuan;  Ketepatan dan kesesuaian
struktur dan kebahasaan yang digunakan menggunakan struktur dan
4.4 Menangkap makna teks Unsur kebahasaan: dalam mengundang secara resmi. unsur kebahasaan dalam
undangan resmi. (1) Kata dan tata bahasa  Siswa memperoleh pengetahuan tambahan menyampaikan undangan
4.5 Menyunting undangan baku secara resmi
tentang tujuan, struktur teks, dan unsur
resmi dengan (2) Ejaan dan tulisan kebahasaan dalam mengundang secara
memperhatikan fungsi tangan dan cetak Pengamatan (observations
resmi.
sosial, struktur teks, dan yang jelas dan rapi.
unsur kebahasaan yang Bukan penilaian formal seperti
benar dan sesuai (3) Ucapan, tekanan Mengeksplorasi tes, tetapi untuk tujuan memberi
konteks. kata, intonasi, ketika  Siswa secara mandiri dan dalam kelompok balikan.
mempresentasikan mencari contoh undangan yang lain dari
4.6 Menyusun teks tulis Sasaran penilaian adalah:
secara lisan berbagai sumber
undangan resmi, dengan  Perilaku tanggung jawab,
memperhatikan fungsi (4) Layout  Siswa
peduli, kerjasama, dan cinta
sosial, struktur teks, dan (5) Rujukan kata damai, dalam melaksanakan
unsur kebahasaan yang Mengasosiasi
komunikasi
benar dan sesuai  Siswa menganalisis berbagai macam
konteks. undangan terkait dengan tujuan, struktur teks,  Kesungguhan siswa dalam
dan unsur kebahasaan, dilihat dari segi proses pembelajaran di setiap
ketepatan, efisienci, efektivitasnya. tahapan.

 Secara berkelompok siswa mendiskusikan  Ketepatan dan kesesuaian

ungkapan yang mereka temukan dari sumber lain. dalam menyampaikan dan
menulis teks berisi undangan
 Siswa menyunting undang yang diambil dari resmi
berbagai sumber  Ketepatan dan kesesuaian
 Siswa memperoleh balikan (feedback) dari guru menggunakan strategi dalam
dan teman tentang fungsi sosial dan unsur membaca
kebahasaan yang di sampaikan dalam kerja Portofolio
kelompok
 Kumpulan catatan kemajuan
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
Mengkomunikasikan belajar berupa catatan atau
 Siswa melengkapi teks undangan resmi dan rekaman monolog.
menyampaikannya di depan guru dan teman  Kumpulan karya siswa yang
untuk mendapat feedback. mendukung proses penulisan
 Siswa berkreasi dalam membuat kliping teks undangan resmi berupa:
undangan resmi draft, revisi, editing sampai
 Siswa menyunting undang yang diambil dari hasil terbaik untuk dipublikasi
berbagai sumber  Kumpulan hasil tes dan
 Dengan menggunakan multimedia, siswa latihan.
membuat kartu undangan Penilaian Diri dan Penilaian
 Siswa memperoleh penguatan dari guru dan Sejawat
teman sejawat Bentuk: diary, jurnal, format
khusus, komentar, atau bentuk
penilaian lain
Mengamati
1.1 Mensyukuri kesempatan Surat pribadi Kriteria penilaian: 4 x 2 JP  CD/ Audio/ VCD
dapat mempelajari sederhana  Siswa memperhatikan berbagai surat pribadi
 Tingkat ketercapaian fungsi  Koran/ majalah
bahasa Inggris sebagai
Fungsi Sosial yang digunakan guru dari berbagai sumber sosial dalam menyampaikan
bahasa pengantar berbahasa Inggris
(a.l. media massa, internet). surat pribadi
komunikasi internasional Menjalin hubungan  Sumber dari
yang diwujudkan dalam dengan bertegur sapa  Siswa membacakan contoh-contoh surat
 Tingkat kelengkapan dan internet:
semangat belajar dan memberi kabar pribadi tersebut dengan ucapan, intonasi, keruntutan struktur teks surat
pribadi kepada teman tekanan kata, dengan benar dan lancar. - www.dailyenglish.
2.3. Menunjukkankan perilaku  Tingkat ketepatan unsur com
secara tertulis  Siswa menyalin contoh-contoh tersebut
tanggung jawab, peduli, kebahasaan: tata bahasa,
kerjasama, dan cinta Memberi informasi sesuai dengan aslinya agar menangkap isi, - http://americanen
kosa kata, ejaan, dan tulisan
damai, dalam kepada teman format dan tata letak penulisan. glish.state.gov/file
tangan
melaksanakan s/ae/resource_file
Struktur  Siswa berlatih menentukan gagasan utama,  Kesesuaian format penulisan/ s
komunikasi fungsional. dan informasi rinci
Date penyampaian - http://learnenglish.
3.5 Menganalisis fungsi
sosial, struktur teks, dan Mempertanyakan (questioning) britishcouncil.org/
Salutation: Dear ....
unsur kebahasaan dari en/
 Dengan pertanyaan pengarahan dari guru Cara Penilaian:
teks surat pribadi, sesuai Opening paragraph:
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
dengan konteks Greetings dan siswa terpancing untuk mempertanyakan Pengamatan (observasi)
penggunaannya mengabarkan keadaan - Fungsi Sosial;  Upaya menggunakan
4.7 Menangkap makna teks sekarang dan apa yang - Struktur Bahasa Inggris dalam
surat pribadi. sedang dilakukan - Unsur kebahasaan yang digunakan dalam menulis surat pribadi
Content: Mengabarkan surat pribadi.
4.8 Menyusun teks surat  Kesungguhan siswa dalam
pribadi, dengan hal yang sudah/ akan  Siswa mempertanyakan cara menetukan
proses pembelajaran dalam
memperhatikan fungsi terjadit gagasan utama, dan informasi rinci dan setiap tahapan
sosial, struktur teks, dan informasi tertentu
unsur kebahasaan yang Closing: Menutup surat  Perilaku tanggung jawab,
benar dan sesuai konteks dengan harapan untuk Mengeksplorasi peduli, kerjasama, dan cinta
bertemu kembali damai, dalam melaksanakan
 Siswa secara mandiri dan dalam kelompok komunikasi
Signature mencari contoh surat pribadi yang lain dari
berbagai sumber  Ketepatan dan kesesuaian
Unsur kebahasaan: menggunakan strategi dalam
 Siswa berdiskusi menentukan gagasan
 Kata dan tata bahasa utama, dan informasi rinci dan informasi membaca
baku tertentu
 Siswa menyusun paragraph-paragraf pendek Portofolio
 Ejaan dan tulisan
tangan dan cetak yang menjadi surat pribadi.  Kumpulan catatan kemajuan
jelas dan rapi. belajar
Mengasosiasi  Kumpulan karya siswa yang
 Ucapan, tekanan kata,
intonasi, ketika  Siswa menganalisis berbagai macam surat mendukung proses penulisan
mempresentasikan pribadi terkait dengan tujuan, struktur teks, surat pribadi, berupa: draft,
secara lisan dan unsur kebahasaan, dilihat dari segi revisi, editing sampai hasil
ketepatan, efisienci, efektivitasnya. terbaik untuk dipublikasi
 Rujukan kata
 Kumpulan hasil tes dan
 simple present, simple  Siswa memperoleh balikan (feedback) dari guru latihan.
past, ejaan, ucapan, dan teman tentang fungsi sosial dan unsur
intonasi, tekanan kata, kebahasaan yang sampaikan dalam surat pribadi  Catatan atau rekaman
tanda baca, dan tulisan penilaian diri dan penilaian
tangan yang jelas dan Komunikasi sejawat, berupa komentar
rapi atau cara penilaian lainnya
 Siswa melengkapi surat pribadi sederhana
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
dan menyampaikannya di depan guru dan
teman untuk mendapat feedback.
 Siswa berkreasi dalam menuliskan surat
pribadi kepada teman/ guru
 Siswa memperoleh penguatan dari guru
teks prosedur Mengamati
1.1 Mensyukuri kesempatan Kriteria penilaian: 4 x 2 JP  Manual dari
dapat mempelajari berbentuk manual  Siswa membaca/ membacakan/ mendengarkan
berbagai macam manual dan tip.  Pencapaian fungsi sosial berbagai produk
bahasa Inggris sebagai dan kiat-kiat (tips)
bahasa pengantar  Siswa mengamati tujuan komunikasi, struktur, dan  Kelengkapan dan keruntutan  CD/ Audio/ VCD
komunikasi International Tujuan komunikasi : unsur kebahasaan dari teks prosedur yang struktur teks prosedur  Koran/ majalah
yang diwujudkan dalam menyelesaikan membaca, membacakan, menonton, dan berbahasa Inggris
semangat belajar  Ketepatan unsur
pekerjaan, secara mendengarkan
kebahasaan: tata bahasa,  Sumber dari
2.3 Mengembangkan perilaku lengkap dan urut. Mempertanyakan kosa kata, ucapan, tekanan internet:
tanggung jawab, peduli,  Dengan pertanyaan pengarah dari guru, siswa kata, intonasi, ejaan, dan
kerjasama, dan cinta Struktur mempertanyakan tujuan komunikasi, struktur, dan tulisan tangan - www.dailyenglish.
damai, dalam menyebutkan unsur kebahasaan dari teks prosedur com
melaksanakan  Kesesuaian format
bahan/bagian dari Mengeksplorasi penulisan/ penyampaian - http://americanen
komunikasi fungsional glish.state.gov/file
benda yang dipaparkan  Siswa berlatih menggunakan kalimat imperative
3.6 Menganalisis fungsi Pengamatan (observations) s/ae/resource_file
secara lengkap, serta dalam memberikan tip secara lisan dan tulis
sosial, struktur teks, dan Tujuan untuk memberi balikan. s
daftar langkah yang  Siswa membacakan manual dan tip kepada Sasaran penilaian adalah:
unsur kebahasaan dari - http://learnenglish.
teks prosedur berbentuk dilakukan teman dengan menggunakan unsur kebahasaan
 Perilaku tanggung jawab, britishcouncil.org/
manual dan kiat-kiat yang tepat
Unsur Kebahasaan peduli, kerjasama, dan cinta en/
(tips), sesuai dengan  Secara individu siswa menyalin beberapa tips damai, dalam melaksanakan
konteks penggunaannya.  simple present tense komunikasi
Mengasosiasi
4.9 Menangkap makna teks  imperative,  Kesungguhan siswa dalam
prosedur, lisan dan tulis,  Siswa membandingkan beberapa manual dan tips proses pembelajaran di
berbentuk manual dan  Nomor yang
menyatakan urutan  Dalam kerja kelompok terbimbing siswa setiap tahapan
kiat-kiat (tips).
membahas tentang masalah yang dihadapi pada Portofolio
4.10 Menyunting teks  kata keterangan saat membaca, mendengarkan, dan menuliskan
prosedur berbentuk  ejaan, ucapan, manual dan tips dengan fokus pada tujuan  Kumpulan catatan kemajuan
belajar berupa catatan atau
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
manual dan kiat-kiat intonasi, tekanan komunikasi, struktur, dan unsur kebahasaan. rekaman monolog teks
(tips), dengan kata, tanda baca, prosedur berbentuk manual
 Siswa memperoleh balikan (feedback) dari guru
memperhatikan fungsi tulisan tangan yang dan tips
sosial, struktur teks, dan jelas dan rapi. dan teman tentang setiap permasalahan yang
 Kumpulan karya siswa yang
unsur kebahasaan yang disampaikan dalam kerja kelompok.
mendukung proses
benar dan sesuai penyuntingan teks prosedur.
konteks. Mengkomunikasikan
 Siswa mempresentasikan beberapa tips yang  Kumpulan hasil tes dan
disalin dari beberapa sumber latihan.

 Siswa membuat jurnal belajar (learning journal) Penilaian Diri dan Penilaian
Sejawat
Bentuk: diary, jurnal, format
khusus, komentar, atau bentuk
penilaian lain
Tindakan/kegiatan/ke
1.1 Mensyukuri kesempatan MENGAMATI Kriteria penilaian: 3 x 2 JP  CD/ Audio/ VCD
jadian tanpa perlu
dapat mempelajari
menyebutkan  Siswa mendengarkan dan membaca banyak  Pencapaian fungsi sosial  Koran/ majalah
bahasa Inggris sebagai
pelakunya kalimat Passive, dalam berbagai konteks. berbahasa
bahasa pengantar  Ketepatan unsur kebahasaan:
komunikasi International
(Passive Voice) Inggris
 Siswa mengikuti interaksi tentang tata bahasa, kosa kata,
yang diwujudkan dalam Fungsi Sosial tindakan/kegiatan/kejadian tanpa perlu ucapan, tekanan kata,  Sumber dari
semangat belajar menyebutkan pelakunya selama proses intonasi, ejaan, dan tulisan internet:
menyatakan dan
2.2 Mengembangkan perilaku menanyakan tentang pembelajaran, dengan bimbingan guru. tangan
- www.dailyenglish.
jujur, disiplin, percaya diri, tindakan/kegiatan/kejadi  Siswa menirukan contoh-contoh kalimat yang  Kelengkapan dan keruntutan com
dan bertanggung jawab an tanpa perlu menyatakan dan menanyakan struktur Passive struktur teks
dalam melaksanakan menyebutkan pelakunya - http://americanen
komunikasi transaksional  Dengan bimbingan dan arahan guru, siswa  Kesesuaian format penulisan/ glish.state.gov/file
dengan guru dan teman.
Struktur Teks mengidentifikasi ciri-ciri kalimat yang menyatakan penyampaian s/ae/resource_file
Insects are considered dan menanyakan kalimat Passive (fungsi sosial, s
3.7 Menganalisis fungsi struktur teks, dan unsur kebahasaan). Cara Penilaian:
dangerous animals. - http://learnenglish
sosial, struktur teks, dan Pengamatan (observations):
unsur kebahasaan untuk Tsunami is caused by MEMPERTANYAKAN .britishcouncil.org
menyatakan dan earthquake affecting the Bukan penilaian formal seperti /en/
Dengan bimbingan dan arahan guru, siswa
menanyakan tentang seabed. mempertanyakan antara lain perbedaan antar tes, tetapi untuk tujuan memberi
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
tindakan/kegiatan/kejadia Unsur kebahasaan berbagai kalimat Passive yang ada dalam bahasa balikan.
n tanpa perlu Inggris, perbedaan ungkapan dalam bahasa Inggris
 Kata kerja be (is/ am/ Sasaran penilaian adalah:
menyebutkan pelakunya dengan yang ada dalam bahasa Indonesia,
are/ was/ were) dan
dalam teks ilmiah, sesuai kemungkinan menggunakan ungkapan lain, dsb.  Perilaku jujur, disiplin,
verb 3rd form.
dengan konteks percaya diri, dan
EKSPERIMEN (Explore)
penggunaannya.  tata bahasa, bertanggung jawab dalam
ucapan, tekanan a. Siswa bertanya jawab dengan kalimat Passive melaksanakan komunikasi
4.11 Menyusun teks lisan dan
kata, intonasi, ejaan, dalam bahasa Inggris dalam konteks simulasi
tulis, untuk menyatakan  Ketepatan dan kesesuaian
tanda baca, tulisan dan kegiatan lain yang terstruktur.
dan menanyakan tentang dalam menyampaikan dan
tindakan/kegiatan/kejadia tangan dan cetak b. Siswa berusaha menyatakan dan menanyakan menulis teks dalam bentuk
n tanpa perlu yang jelas dan rapi. dalam bentuk passive dalam bahasa Inggris passive
menyebutkan pelakunya Topik dalam proses pembelajaran.
dalam teks ilmiah,  Kesungguhan siswa dalam
Berbagai hal terkait MENGASOSIASI proses pembelajaran di
dengan memperhatikan
dengan kejadian/  Siswa membandingkan kalimat passive yang setiap tahapan
fungsi sosial, struktur
kegiatan/ tindakan telah dipelajari dengan kalimat aktive.
teks, dan unsur Portofolio
ilmiah yang tanpa perlu
kebahasaan yang benar
melibatkan pelakunya  Siswa membandingkan antara kalimat passive  Kumpulan karya siswa yang
dan sesuai konteks
dalam bahasa Inggris dengan bahasa ibu atau mencerminkan hasil atau
bahasa Indonesia. capaian belajar
KOMUNIKASI  Kumpulan hasil tes dan
 Siswa bertanya jawab dengan kalimat passive latihan.
dalam bahasa Inggris, di dalam dan di luar kelas.  Catatan penilaian diri dan
 Siswa berkreasi dengan tulisan ilmiah mereka penilaian sejawat, berupa
dengan kalimat passive komentar atau cara penilaian
lainnya
 Siswa menuliskan permasalahan dalam
menggunakan bahasa Inggris untuk menyatakan
dan menanyakan kalimat passive dalam jurnal
belajarnya.

1.1 Mensyukuri kesempatan Pengandaian jika MENGAMATI Kriteria penilaian: 2 x 2 JP  CD/ Audio/ VCD
dapat mempelajari terjadi suatu
 Siswa mendengarkan dan membaca banyak  Koran/ majalah

Kompetensi Dasar
bahasa Inggris sebagai
bahasa pengantar
komunikasi International
yang diwujudkan dalam
semangat belajar
2.2 Mengembangkanperilaku
jujur, disiplin, percaya diri,
dan bertanggung jawab
dalam melaksanakan
komunikasi transaksional
dengan guru dan teman.
3.8 Menganalisis fungsi
sosial, struktur teks, dan
unsur kebahasaan untuk
menyatakan dan
menanyakan tentang
pengandaian jika terjadi
suatu
keadaan/kejadian/peristi
wa di waktu yang akan
datang, sesuai dengan
konteks penggunaannya.
4.12 Menyusun teks lisan dan
tulis untuk menyatakan
dan menanyakan tentang
pengandaian jika terjadi
suatu
keadaan/kejadian/peristi
wa di waktu yang akan
datang, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
Alokasi
Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
keadaan/kejadian/peri kalimat pengandaian, dalam berbagai konteks.  Pencapaian fungsi sosial berbahasa
stiwa di waktu yang Inggris
 Siswa mengikuti interaksi tentang pengandaian  Kelengkapan dan keruntutan
akan datang
jika terjadi suatu keadaan/kejadian/peristiwa di struktur teks  Sumber dari
Conditional Sentence waktu yang akan datang selama proses internet:
 Ketepatan unsur kebahasaan:
Fungsi Sosial pembelajaran, dengan bimbingan guru.
tata bahasa, kosa kata, - www.dailyenglish.
Menyatakan dan  Siswa menirukan contoh-contoh kalimat yang ucapan, tekanan kata, com
menanyakan tentang menyatakan dan menanyakan pengandaian. intonasi, ejaan, dan tulisan - http://americanen
pengandaian jika terjadi tangan glish.state.gov/file
 Dengan bimbingan dan arahan guru, siswa
suatu mengidentifikasi ciri-ciri kalimat yang menyatakan  Kesesuaian format s/ae/resource_file
keadaan/kejadian/peristi dan menanyakan pengandaian (fungsi sosial, penulisan/ penyampaian s
wa di waktu yang akan struktur teks, dan unsur kebahasaan).
Cara Penilaian: - http://learnenglish
datang
MEMPERTANYAKAN .britishcouncil.org
Struktur Teks Pengamatan (observations): /en/
Dengan bimbingan dan arahan guru, siswa
- If teenagers eat too mempertanyakan antara lain perbedaan antar Bukan penilaian formal seperti
tes, tetapi untuk tujuan memberi
much fast food, they berbagai pengandaian yang ada dalam bahasa
balikan.
can easily become Inggris, perbedaan ungkapan dalam bahasa Inggris
overweight. dengan yang ada dalam bahasa Indonesia, Sasaran penilaian adalah:
- If you excercise kemungkinan menggunakan ungkapan lain, dsb.
 Perilaku jujur, disiplin,
regularly, you will get Mengeksplorasi percaya diri, dan
the benefit physically bertanggung jawab dalam
and mentally  Siswa menyatakan dan menanyakan pengandaian
dalam bahasa Inggris dalam konteks simulasi, role- melaksanakan komunikasi
Unsur Kebahasaan play, dan kegiatan lain yang terstruktur.  Ketepatan dan kesesuaian
- If Clauses dalam dalam menyampaikan dan
 Siswa berusaha menyatakan dan
simple present menanyakantentang pengandaian jika terjadi suatu menulis teks dalam bentuk
pengandaian/ If clause
- Main Clause dengan keadaan/ kejadian/ peristiwa di waktu yang akan
modals can/ will datang dalam bahasa Inggris selama proses  Kesungguhan siswa dalam
pembelajaran. proses pembelajaran di
Topik:
Mengasosiasi setiap tahapan
Berbagai hal terkait
 Siswa membandingkan ungkapan pengandaian Portofolio
dengan mengandaikan
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
benar dan sesuai konteks keadaan/ kejadian/ yang telah dipelajari dengan ungkapan-ungkapan  Kumpulan karya siswa yang
peristiwa diwaktu yang lainnya. mencerminkan hasil atau
akan datang capaian belajar
 Siswa membandingkan antara ungkapan
pengandaian dalam bahasa Inggris dengan  Kumpulan hasil tes dan
ungkapan keharusan dalam bahasa ibu atau latihan.
bahasa Indonesia.
 Catatan penilaian diri dan
Mengkomunikasikan penilaian sejawat, berupa
 Siswa menyatakan dan menanyakan pengandaian komentar atau cara penilaian
dalam bahasa Inggris, di dalam dan di luar kelas. lainnya.

 Siswa berkreasi dengan imajinasi mereka dalam

teks pengandaian
 Siswa menuliskan permasalahan dalam
menggunakan pengandaian dalam bahasa Inggris
untuk menyatakan dan menanyakan pengandaian
dalam jurnal belajarnya.

1.1 Mensyukuri kesempatan Teks ilmiah faktual Mengamati Kriteria penilaian: 4 x 2 JP  CD/ Audio/ VCD
dapat mempelajari (factual report) lisan
 Siswa menyimak berbagai contoh/ film ilmiah  Pencapaian fungsi sosial  Koran/ majalah
bahasa Inggris sebagai dan tulis sederhana
bahasa pengantar tentang benda, pendek yang disediakan berbahasa
 Kelengkapan dan keruntutan
komunikasi International binatang dan Inggris
 Siswa mengamati fungsi sosial, struktur dan unsur struktur teks ilmiah faktual
yang diwujudkan dalam gejala/peristiwa alam, kebahasaan teks ilmiah faktual  Sumber dari
semangat belajar  Ketepatan unsur kebahasaan:
Fungsi sosial internet:
 Siswa berlatih menentukan gagasan utama, tata bahasa, kosa kata,
2.3 Menunjukkan perilaku dan informasi rinci dan informasi tertentu ucapan, tekanan kata, - www.dailyenglish.
tanggung jawab, peduli, - Mengamati alam
intonasi, ejaan, dan tulisan com
kerjasama, dan cinta - Menulis paparan Mempertanyakan (questioning) tangan
damai, dalam - http://americanen
ilmiah mengenai
 Dengan pertanyaan pengarah dari guru, siswa  Kesesuaian format penulisan/ glish.state.gov/file
melaksanakan benda,binatang dan
terpancing untuk mempertanyakan tujuan, struktur, penyampaian s/ae/resource_file
komunikasi fungsional gejal/ peristiwa alam
dan unsur kebahasaan yang digunakan dalam s
3.9 Menganalisis struktur Struktur paparan tersebut. Pengamatan (observations):
teks dan unsur - http://learnenglish
Bukan penilaian formal seperti

Kompetensi Dasar
kebahasaan untuk
melaksanakan fungsi
sosial teks ilmiah faktual
(factual report ) dengan
menyatakan dan
menanyakan tentang teks
ilmiah faktual tentang
orang, binatang, benda,
gejala dan peristiwa alam
dan sosial, sederhana,
sesuai dengan konteks
pembelajaran di
pelajaran lain di Kelas XI
4.13 Menangkap makna
dalam teks ilmiah faktual
Unsur kebahasaan
(factual report), lisan dan
tulis, sederhana, tentang
orang, binatang, benda,
gejala dan peristiwa alam
dan sosial, terkait dengan
mata pelajaran lain di
Kelas XI.
Alokasi
Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
- Klasifikasi Umum  Siswa mempertanyakan cara menemukan gagasan tes, tetapi untuk tujuan memberi .britishcouncil.org
pokok, informasi rinci dari teks faktual report. balikan. /en/
tentang binatang/
benda yang ditulis, Mengeksplorasi  Berperilaku tanggung jawab,
e.g. peduli, kerjasama, dan cinta
Siswa mendengarkan/ membaca/membacakan teks
Slow loris is a damai, dalam melaksanakan
ilmiah faktual dengan membandingkan berbagai teks
mammal. It is found komunikasi
report dengan memperhatikan tujuan, struktur, dan
in ... It is a nocturnal unsur kebahasaan yang benar dan sesuai dengan  Ketepatan dan kesesuaian
animal. It is very konteks. dalam menyampaikan dan
small with .... menulis teks ilmiah faktual
Mengasosiasi
- Penggambaran  Kesungguhan siswa dalam
 Dalam kerja kelompok terbimbing siswa
mengenai bagian, proses pembelajaran dalam
menganalisis struktur dan unsur bahasa yang ada
sifat dan tingkah setiap tahapan
lakunya dalam beberapa teks report.
 Ketepatan dan kesesuaian
 Siswa mengelompokkan struktur, fungsi sosial dan menggunakan strategi dalam
unsur kebahasaan teks berdasarkan
- Simple Present membaca
penggunaannya.
Portofolio
- Kata kerja yang
 Siswa memperoleh balikan (feedback) dari guru
menggambarkan  Kumpulan catatan kemajuan
dan teman tentang hasil analis tentang fungsi
binatang/ benda/ belajar
sosial, struktur, dan unsur kebahasaan dari teks
gejala alam
berita yang disampaikan dalam kerja kelompok  Kumpulan hasil tes dan
- Kata sifat latihan.
Komunikasi
- Berbagai kata benda  Catatan atau rekaman
terkait dengan  Siswa menyalin teks report yang
penilaian diri dan penilaian
benda/ binatang/ didapatkannya tentang benda, binatang dan
sejawat, berupa komentar
gejala alam yang gejala alam atau peristiwa lain yang terkait atau cara penilaian lainnya
diamati dengan mata pelajaran lain dan
membacakannya di kelas Penilaian Diri dan Penilaian
- ejaan, tanda baca, Sejawat
dan tulisan tangan  Siswa menyampaikan laporan berupa catatan
dan cetak yang jelas Bentuk: diary, jurnal, format
(note taking) dari hasil membaca beberapa teks khusus, komentar, atau bentuk
dan rapi. ilmiah faktual. penilaian lain

Kompetensi Dasar
1.1 Mensyukuri kesempatan Teks eksposisi analitis
dapat mempelajari Fungsi Sosial
bahasa Inggris sebagai
bahasa pengantar
komunikasi International
yang diwujudkan dalam
semangat belajar
2.3 Menunjukkan perilaku
tanggung jawab, peduli, Struktur teks
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi fungsional
3.10 Menganalisis fungsi
sosial, struktur teks, dan
unsur kebahasaan dari
teks eksposisi analitis
tentang topik yang
hangat dibicarakan
umum, sesuai dengan
konteks penggunaannya.
4.14 Menangkap makna
dalam teks eksposisi
analitis tentang topik
yang hangat dibicarakan
umum
Alokasi
Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
- Rujukan kata  Membuat learning journal dalam pembelajaran
ini.
 Pada saat yang sama, antar siswa melakukan
penilaian sejawat, tentang teks report yang
dihasilkan
Mengamati Kriteria penilaian: 4 x 2 JP  CD/ Audio/ VCD
 Siswa menyimak berbagai contoh teks eksposisi  Pencapaian fungsi sosial  Koran/ majalah
Menyatakan pendapat analisis yang diberikan/ diperdengarkan guru berbahasa
 Kelengkapan dan keruntutan
tentang topik yang Inggris
 Siswa mengamati fungsi sosial, struktur dan unsur struktur teks eksposisi analitis
hangat dibicarakan kebahasaannya  Sumber dari
secara bertanggung  Ketepatan unsur kebahasaan:
internet:
jawab  Siswa belajar menemukan gagasan utama, tata bahasa, kosa kata,
informasi rinci dan informasi tertentu dari teks ucapan, tekanan kata, - www.dailyenglish.
eksposisi analitis intonasi, ejaan, dan tulisan com
a. Menyebutkan pokok tangan
Mempertanyakan (questioning) - http://americanen
permasalahan
 Kesesuaian format penulisan/ glish.state.gov/file
terhadap sesuatu  Dengan bimbingan dan arahan guru, siswa
penyampaian s/ae/resource_file
yang hangat mempertanyakan antara lain perbedaan antar
s
dibicarakan berbagai teks eksposisi yang ada dalam bahasa Pengamatan (observations):
Inggris, Siswa mempertanyakan gagasan utama, - http://learnenglish
b. Menyebutkan Bukan penilaian formal seperti
informasi rinci dan informasi tertentu .britishcouncil.org
pandangan / tes, tetapi untuk tujuan memberi /en/
pendapat mengenai Mengeksplorasi balikan. Sasaran penilaian
hal tersebut beserta adalah:
 Siswa mencari beberapa text eksposisi analitis
ilustrasi sebagai dari berbagai sumber.  Berperilaku tanggung jawab,
pendukung
 Siswa berlatih menemukan gagasan utama, peduli, kerjasama, dan cinta
c. Diakhiri dengan informasi rinci dan informasi tertentu damai, dalam melaksanakan
kesimpulan yang komunikasi
menyatakan kembali  Siswa secara berkelompok menuliskan /menyalin
teks eksposisi analitis dengan memperhatikan  Ketepatan dan kesesuaian
pendapat terhadap dalam menyampaikan dan
hal tersebut fungsi sosial, struktur, dan unsur kebahasaan
menulis teks eksposisi
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
Unsur Kebahasaan: dengan runtut analitis
- Kalimat Simple Present  Siswa membacakan teks eksposisi kepada teman  Kesungguhan siswa dalam
- Conditional Clauses dengan menggunakan unsur kebahasaan yang proses pembelajaran dalam
tepat setiap tahapan
- Modals
 Ketepatan dan kesesuaian
menggunakan strategi dalam
Mengasosiasi membaca
 Secara berpasangan siswa menganalisis
beberapa teks eksposisi dengan fokus pada fungsi Portofolio
sosial, struktur, dan unsur kebahasaan  Kumpulan catatan kemajuan
 Siswa memperoleh balikan (feedback) dari guru belajar
dan teman tentang hasil analisis yang  Kumpulan hasil tes dan
disampaikan dalam kerja kelompok. latihan.
 Catatan atau rekaman
Mengkomunikasikan
penilaian diri dan penilaian
 Siswa membuat laporan berupa catatan hasil
sejawat, berupa komentar
membaca dan mendengarkan
atau cara penilaian lainnya
 Berkelompok, siswa bertukar cerita tentang teks
eksposisi dengan memperhatikan fungsi sosial, Penilaian Diri dan Penilaian
struktur dan unsur kebahasaannya. Sejawat
 Siswa mempresentasikannya di kelas Bentuk: diary, jurnal, format
khusus, komentar, atau
 Membuat laporan evaluasi diri secara tertulis
tentang pengalaman masing-masing dalam
bentuk penilaian lain
mencari teks eksposisi selama proses
pembelajaran di dalam dan di luar kelas, termasuk
kendala yang dialami.
 Siswa membuat ‘learning journal’

1.1 Mensyukuri kesempatan Teks biografi pendek Mengamati Kriteria penilaian: 4 x 2 JP  CD/ Audio/ VCD
dapat mempelajari dan sederhana
 Siswa menyimak berbagai contoh teks biografi  Koran/ majalah

Kompetensi Dasar Materi Pokok
bahasa Inggris sebagai tentang tokoh
bahasa pengantar terkenal
komunikasi International
yang diwujudkan dalam Fungsi Sosial
semangat belajar
Meneladani,
2.3 Menunjukkan perilaku membanggakan,
bertindak teratur, teliti
tanggung jawab, peduli,
kerjasama, dan cinta dan disiplin, melaporkan
damai, dalam
Struktur
melaksanakan
komunikasi fungsional a. Menyebutkan
tindakan/
3.11 Menganalisis fungsi
peristiwa/kejadian
sosial, struktur teks, dan
secara umum
unsur kebahasaan dari
teks biografi pendek dan b. Menyebutkan urutan
sederhana tentang tokoh tindakan/
terkenal, sesuai dengan kejadian/peristiwa
konteks penggunaannya. secara kronologis,
4.15 Menangkap makna teks dan runtut
biografi pendek dan c. Jika perlu, ada
sederhana tentang tokoh kesimpulan umum.
terkenal
Unsur Kebahasaan
- Kata-kata terkait
dengan perjuangan
hidup, profesionalisme
dalam bekerja,
kejadian/peristiwa yang
sedang banyak
dibicarakan.
- Simple, Continuous,
Alokasi
Pembelajaran Penilaian Sumber Belajar
Waktu
yang diberikan/ diperdengarkan guru secara  Pencapaian fungsi sosial berbahasa
santun dan tanggung jawab. Inggris
 Kelengkapan dan keruntutan
 Siswa mengamati fungsi sosial, struktur dan unsur struktur teks  Sumber dari
kebahasaannya internet:
 Ketepatan unsur kebahasaan:
 Siswa mengamati keteladanan dari teks biografi tata bahasa, kosa kata, - www.dailyenglish.
yang dipelajari. ucapan, tekanan kata, com
intonasi, ejaan, dan tulisan - http://americanen
 Siswa belajar menemukan gagasan utama,
tangan glish.state.gov/file
informasi rinci dan informasi tertentu dari teks
legenda  Kesesuaian format penulisan/ s/ae/resource_file
penyampaian s
Mempertanyakan (questioning)
Pengamatan (observations): - http://learnenglish
 Dengan bimbingan dan arahan guru, siswa
.britishcouncil.org
mempertanyakan antara lain perbedaan antar Sasaran penilaian adalah:
/en/
berbagai teks biografi yang ada dalam bahasa
Inggris, perbedaan teks dalam bahasa Inggris  Berperilaku tanggung jawab,
peduli, kerjasama, dan cinta
dengan yang ada dalam bahasa Indonesia.
damai, dalam melaksanakan
 Siswa mempertanyakan gagasan utama, informasi komunikasi
rinci dan informasi tertentu
 Ketepatan dan kesesuaian
Mengeksplorasi dalam menyampaikan dan
 Siswa mencari beberapa text biografi dari menulis teks biografi
berbagai sumber.
 Kesungguhan siswa dalam
 Siswa berlatih menemukan gagasan utama, proses pembelajaran dalam
informasi rinci dan informasi tertentu setiap tahapan
 Siswa melengkapi rumpang dari beeberapa teks  Ketepatan dan kesesuaian
biografi sederhana menggunakan strategi dalam
membaca
 Siswa secara berkelompok menuliskan /menyalin
teks biografi dengan memperhatikan fungsi sosial,
Portofolio
struktur, dan unsur kebahasaan dengan runtut
 Kumpulan catatan kemajuan
 Siswa membacakan teksbiografit kepada teman
belajar

Kompetensi Dasar
- Penyebutan kata
- Modal auxiliary verbs
1.1 Mensyukuri kesempatan Lagu
dapat mempelajari
Fungsi sosial
bahasa Inggris sebagai
bahasa pengantar
komunikasi International
yang diwujudkan dalam
Alokasi
Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
Perfect tense dengan menggunakan unsur kebahasaan yang
 Kumpulan hasil tes dan
tepat latihan.
benda
Mengasosiasi  Catatan atau rekaman
penilaian diri dan penilaian
 Secara berpasangan siswa menganalisis
sejawat, berupa komentar
beberapa teks biografi dengan fokus pada fungsi
atau cara penilaian lainnya
sosial, struktur, dan unsur kebahasaan
 Siswa memperoleh balikan (feedback) dari guru Penilaian Diri dan Penilaian
dan teman tentang hasil analisis yang Sejawat
disampaikan dalam kerja kelompok. Bentuk: diary, jurnal, format
khusus, komentar, atau
Mengkomunikasikan bentuk penilaian lain.
 Siswa menceritakan kembali teks biografi
sederhana tentang keteladanan dari tokoh
terkenal dengan memperhatikan fungsi sosial,
struktur dan unsur kebahasaannya.
 Siswa membuat kliping teks biografi dengan
menyalin dan beberapa sumber.
 Membuat laporan evaluasi diri secara tertulis
tentang pengalaman masing-masing dalam
mencari teks biografi selama proses
pembelajaran di dalam dan di luar kelas, termasuk
kendala yang dialami.
 Siswa membuat ‘learning journal’
Mengamati Pengamatan 2 x 2 JP  CD/ Audio/ VCD
(observations):  Koran/Majalah
 Siswa mendengarkan lagu yang diperdengarkan
Bukan penilaian formal seperti berbahasa
Menghibur,  Siswa menirukan model secara terbimbing.
tes, tetapi untuk tujuan memberi Inggris
mengungkapkan
 Siswa mempertanyakan cara menemukan balikan. Sasaran penilaian
 Buku lagu
perasaan,
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
semangat belajar mengajarkan pesan informasi rinci dan kesimpulan dari lagu tersebut adalah: bahasa Inggris
moral
2.2 Menunjukkan perilaku Mempertanyakan (questioning)  kesantunan saat melakukan  Sumber dari
tanggung jawab, peduli, Unsur kebahasaan tindakan internet:
kerjasama, dan cinta  Dengan pertanyaan pengarah dari guru, siswa
damai, dalam  Kata, ungkapan, dan terpancing untuk mempertanyakan pesan  Perilaku tanggung jawab, - www.dailyenglis
melaksanaka n tata bahasa dalam yang disampaikan dari lagu peduli, kerjasama dan cinta h.com
komunikasi fungsional karya seni berbentuk damai
lagu.  Siswa mempertanyakan cara menemukan - http://americane
3.12 Menyebutkan fungsi informasi rinci dan kesimpulan dari lagu tersebut  Kesungguhan siswa dalam nglish.state.gov/
sosial dan kebahassaan  Ejaan dan tulisan proses pembelajaran dalam files/ae/resource
tangan dan cetak yang Mengeksplorasi setiap tahapan _files
dalam lagu
jelas dan rapi.
4.16 Menangkap pesan  Siswa melengkapi rumpang pada lagu  Ketepatan dan kesesuaian - http://learnenglis
dalam lagu  Ucapan, tekanan kata, tersebut dengan ungkapan yang benar dalam pengucapan dan h.britishcouncil.o
intonasi, ketika sesuai dengan model yang dipelajari penyalinan lirik lagu rg/en/
mempresentasikan
secara lisan  Siswa membacakan teks lagu dengan Portofolio
pengucapan dan tekanan kata yang tepat  Kumpulan kemajuan siswa
Topik
 Siswa berdiskusi tentang pesan lagu yang berupa kumpulan lagu yang
Keteladanan tentang disalin dengan tulisan tangan
didengar
perilaku yang beserta kesan terhadap lagu
menginspirasi. Mengasosiasi
 kumpulan hasil tes dan
 Secara individu siswa membandingkan pesan latihan.
yang terdapat dalam beberapa lagu yang
 Catatan atau rekaman
dibaca/didengar
penilaian diri dan
 Siswa membuat kumpulan lagu- lagu yang
 penilaian sejawat, berupa
bertema perdamaian dengan menyalin
komentar atau cara penilaian
 Siswa mengaitkan syair lagu dengan ungkapan lainnya
yang sudah dipelajari
Mengkomunikasikan
 Siswa mendemonstrasikan kemahiran mereka
menyanyikan lagu tersebut dengan pengucapan
 Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
dan tekanan kata yang benar.
 Siswa melaporkan kumpulan lagu yang sudah
dianalis pesan di dalam lugu-lagu tersebut
 Antar siswa melakukan penilaian terhadap
kumpulan lagu yang dibuat.
 80

Appendix 2

Classroom Observation Checklist

Place :
Date :
Cycle :

Could Not
Class Structure
Improve Acceptable Excellent Observed*
Reviews previous day’s course content
Gives overview of day’s course content
Summarizes course content covered
Directs student preparation for next class
Comments:

Could Not
Methods
Improve Acceptable Excellent Observed*
Provides well-designed materials
Employs non-lecture learning activities (i.e. small group
discussion, student-led activities)
Invites class discussion
Employs other tools/instructional aids (i.e. technology,
computer, video, overheads)
Delivers well-planned lecture
Comments:

Could Not
Teacher-Student Interaction
Improve Acceptable Excellent Observed*
Solicits student input
Involves a variety of students
Demonstrates awareness of individual student learning
needs

Comments:
 81

Could Not
Content
Improve Acceptable Excellent Observed*
Appears knowledgeable
Appears well organized
Explains concepts clearly
Relates concepts to students experience
Selects learning experiences appropriate to learning level
Comments:

*All items marked Not Observed must be explained in Comments

(Adopted from: http://college.lattc.edu)

Observer Signature

_____________________________
 82

Appendix 3

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place : SMAN 1 Parung

Date : Monday, August 15th 2016

Cycle : I (1st Meeting)

Class Structure

The classroom condition in this class was quite uncontrollable. Some of the students showed
their readiness to learn, but some of them were busy with their task.
Before starting the lesson, the teacher asked the material of the previous meeting. Then, she
gave overview of lesson which they would learn that day.

Methods

The material in this meeting was report text. Generally, the teacher delivered well-planned
lecture by providing well-designed material. The students were asked to make group
discussion to analyze the report text given. In addition, they were also asked to answer the
question from the card.

Teacher-Student Interaction

The students were asked to involved themselves actively in the discussion. However, some
of them just kept silent during discussion process. Hence, the teacher was tried to
demonstrate awareness of individual student learning needs.

Content

The material was well organized. The teacher explained it clearly. Further, she also tried to
relate the material with the students’ experience.

Observer

Eka Putri Wibawanti

 83

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place : SMAN 1 Parung

Date : Tuesday, August 16th 2016

Cycle : I (2nd Meeting)

Class Structure

Before starting the lesson, the teacher reviewed the report text as the material of the previous
meeting. She made sure that the students were understood the material well. After recalling
the students’ memories back about report text, she gave overview of lesson which they
would learn that day. It was introduction to SQ3R technique.

Methods

The material in this meeting was an introduction to SQ3R technique. In this meeting, the
teacher used lecture learning activity because she needed to explain the whole steps of SQ3R
technique first. However, she employs the instructional tool for instance projector in order to
show a video about SQ3R technique.

Teacher-Student Interaction

The teacher-student interaction was not good enough. The students were shy and afraid to
ask the teacher when they had difficulties. Conversely, the teacher tried to involve a variety
of students during the learning process. Besides, she also demonstrated awareness of
individual student learning needs.

Content

The material was well organized. The teacher explained it clearly. In addition, she also tried
to relate the material with the students’ background knowledge.

Observer

Eka Putri Wibawanti

 84

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place : SMAN 1 Parung

Date : Monday, August 22nd 2016

Cycle : I (3rd Meeting)

Class Structure

The same as previous meeting, before starting the lesson, the teacher reviewed the previous
material. After that, she also gave overview of the material they would learn. The students
were asked to pay attention to the teacher’s explanation.

Methods

The material in this meeting was SQ3R technique, but it was focused on surveying and
questioning steps. Further, the teacher explained about how to make question from verbal
and nominal sentences.
In this meeting, the teacher used lecture learning activity because she needed to explain the
SQ3R technique first. Even so, she employed the instructional tool for instance projector in
order to show video about SQ3R technique.

Teacher-Student Interaction

The teacher-student interaction was better than the previous meeting. Some students asked
the teacher bravely when they had question. Nevertheless, some of them still felt unconfident
when they were asked to read their review in front of the class.

Content

The teacher explained the material clearly. She also tried to relate the material with the
students’ background knowledge. However, some students still did not understand the
material well, therefore the teacher decided to re-explain it.

Observer

Eka Putri Wibawanti

 85

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place : SMAN 1 Parung

Date : Monday, August 29th 2016

Cycle : II (1st Meeting)

Class Structure

As usual, the teacher reviewed the previous material. Besides, she gave an overview of the
material that day. The students prepared themselves to receive new material from the
teacher.

Methods

The material in this meeting was SQ3R technique. In this meeting, the non-lecture learning
activity was applied. The students were asked to discuss their work with their peer.
Generally, the well-designed material was provided.

Teacher-Student Interaction

The teacher-student interaction was good enough. Some students answered the teacher’s
question bravely. Furthermore, the interaction between students was better than the previous
meeting due to the discussion they had to do.

Content

The teacher’s the explanation was understandable for the students. They could finish the task
appropriately based on the instruction given.

Observer

Eka Putri Wibawanti

 86

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place : SMAN 1 Parung

Date : Monday, August 30th 2016

Cycle : II (2nd Meeting)

Class Structure

As usual, the teacher reviewed the previous material. Besides, she gave an overview of the
material that day. In this meeting, the classroom condition was better than the previous
meeting.

Methods

The material in this meeting was SQ3R technique but it tended to focus on reciting step. In
this meeting, the non-lecture learning activity was applied. The students were asked to
discuss their work with their peer as same as the previous meeting. The teacher also used
instructional aids during the learning process.

Teacher-Student Interaction

The teacher-student interaction was good enough. Sometimes, the teacher guided them when
they found difficulty in each steps. In this meeting, the teacher made sure that they
understand the material well. Furthermore, by applying peer-assessment, the students’
interaction was improved.

Content

The material was well-organized. The teacher tried to connect each material with the
material they learned before.

Observer

Eka Putri Wibawanti

 87

TRANSCRIPTION OF CLASSROOM OBSERVATION

Place : SMAN 1 Parung

Date : Monday, September 5th 2016

Cycle : II (3rd Meeting)

Class Structure

The teacher reviewed the previous material. Besides, she gave an overview of the material
that day. In this meeting, the teacher reviewed all of the SQ3R steps that the students had
learned.

Methods

The material in this meeting was SQ3R technique but it was focused on reviewing step. In
this meeting, the students still had to discuss their work with their partner. They had to give
feedback such as comment and suggestion for their friend. In addition, the instructional aid
was used in this meeting. The well-designed material was also provided.

Teacher-Student Interaction

The teacher-student interaction was good enough. The students were brave to give their
opinion during learning process. Furthermore, by giving extra point, the students were
motivated to involve themselves actively.

Content

The material was well-organized. The concept was explained clearly. In this meeting, the
whole steps of SQ3R technique was re-explained by the teacher in order to prepared them for
the post-test in the next meeting.

Observer

Eka Putri Wibawanti

 88

Pedoman Wawancara Siswa Sebelum Pelaksanaan Penelitian Tindakan Kelas

1. Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran Bahasa

Inggris di kelas?

2. Berapa standar KKM untuk mata pelajaran Bahasa Inggris? Dan berapa nilai yang
kamu peroleh?

3. Skill Bahasa Inggris apa yang kamu anggap sulit?

4. Dalam materi Reading, kesulitan apa yang biasanya kamu temui?

5. Menurut kamu, hal apa saja yang menjadi penyebab kesulitan tersebut?
 89

Pedoman Wawancara Guru Setelah Pelaksanaan Penelitian Tindakan Kelas

1. Bagaiamana tanggapan Bapak mengenai kondisi siswa dalam pembelajaran

reading setelah teknik SQ3R diterapkan?

2. Bagaimana kemampuan pemahaman membaca siswa Bapak setelah teknik SQ3R

diterapkan?

3. Apakah Bapak termotivasi untuk menggunakan teknik SQ3R dalam pembelajaran

reading selanjutnya?
 90

Pedoman Wawancara Siswa Setelah Pelaksanaan Penelitian Tindakan Kelas

1. Bagaimana tanggapan kamu terhadap proses membaca teks Bahasa Inggris dengan
menggunakan teknik SQ3R yang sudah dilaksanakan?

2. Bagaimana hasil perolehan nilai kamu dalam Bahasa Inggris setelah menggunakan
teknik SQ3R?

3. Apakah nilai yang kalian dapatkan sudah melampaui KKM?

4. Kesulitan apa yang kamu temui ketika menggunakan teknik SQ3R?

5. Apa harapan kamu mengenai pembelajaran reading kedepannya?

 91

Appendix 4

Interview Guideline

Pedoman Wawancara Guru Sebelum Pelaksanaan Penelitian Tindakan Kelas

1. Menurut Bapak, bagaimana kemampuan bahasa Inggris siswa kelas 11 di sekolah

ini?

2. Berapa standar nilai minimal (KKM) yang ditentukan sekolah untuk mata pelajaran
Bahasa Inggris di kelas XI?

3. Ketika melakukan kegiatan belajar mengajar di kelas, apakah Bapak menerapkan

metode atau model pembelajaran?

4. Secara spesifik pada pembelajaran pemahaman membaca atau reading, bagaimana

tanggapan atau pengalaman yang Bapak miliki mengenai kemampuan siswa dalam
membaca?

5. Menurut pendapat Bapak, kelas mana yang membuat Bapak mengalami kesulitan
saat mengajarkan reading?

6. Ketika memberikan materi mengenai pemahaman membaca kepada siswa, metode

atau model pembelajaran apa yang biasanya Bapak gunakan?

7. Kesulitan atau kendala apa saja yang biasanya dihadapi siswa ketika membaca teks
Bahasa Inggris?

8. Menurut Bapak, apa penyebab dari kesulitan-kesulitan tersebut?

9. Upaya apa yang dilakukan untuk mengatasi kendala tersebut?

10. Bagaimana respon siswa dalam menerima materi pelajaran dengan menggunakan
metode atau model pembelajaran yang Bapak gunakan?

11. Apakah metode tersebut efektif dalam meningkatkan pemahaman siswa?

12. Menurut Bapak, jika saya melakukan penelitian untuk meningkatkan kemampuan
membaca siswa, kira-kira teknik apa yang cocok?
 92

Appendix 5

Interview Transcript

Transkrip Wawancara Guru Sebelum Pelaksanaan Penelitian Tindakan Kelas

1. Peneliti : Menurut Bapak, bagaimana kemampuan bahasa Inggris siswa kelas 11 di

sekolah ini?

Guru : Secara umum, kemampuan mereka beragam. Dalam satu kelas, ada yang
cukup baik, ada juga yang masih tergolong kurang. Namun secara global
kemampuan mereka masih dibawah standar.

2. Peneliti : Berapa standar nilai minimal (KKM) yang ditentukan sekolah untuk mata
pelajaran Bahasa Inggris di kelas XI?

Guru : KKM untuk mata pelajaran Bahasa Inggris yaitu 76.

3. Peneliti : Ketika melakukan kegiatan belajar mengajar di kelas, apakah Bapak

menerapkan metode atau model pembelajaran?

Guru : Ya, metode atau mata pelajarannya disesuaikan dengan situasi dan kondisi
kelas, serta disesuaikan dengan materi yang akan diajarkan.

4. Peneliti : Secara spesifik pada pembelajaran pemahaman membaca atau reading,

bagaimana tanggapan atau pengalaman yang Bapak miliki mengenai
kemampuan siswa dalam membaca?

Guru : Secara umum kemampuan mereka ada yang masih dibawah rata-rata, ada juga
yang sudah tergolong cukup. Mereka masih memiliki beberapa kendala dalam
memahami isi teks.

5. Peneliti : Menurut pendapat Bapak, kelas mana yang membuat Bapak mengalami
kesulitan saat mengajarkan reading?

Guru : Kelas XI SOS 1.

6. Peneliti : Ketika memberikan materi mengenai pemahaman membaca kepada siswa,

 93

metode atau model pembelajaran apa yang biasanya Bapak gunakan?

Guru : Beragam, namun biasanya diawal pembelajaran saya memancing siswa untuk
aktif berpartisipasi dalam kegiatan pembelajaran.

7. Peneliti : Kesulitan atau kendala apa saja yang biasanya dihadapi siswa ketika membaca
teks Bahasa Inggris?

Guru : Biasanya kesulitan yang dihadapi siswa dikarenakan kosakata mereka sangat
terbatas, mereka cenderung berusaha memahami suatu teks dengan
menerjemahkan kata-perkata, maka mereka mengalami kesulitan saat
menerjemahkan karena kosakata mereka sangat terbatas. Selain itu, mereka
juga belum bisa mengidentifikasi ide pokok dalam suatu bacaan sehingga
mereka mengalami kesulitan dalam memahami isi teks.

8. Peneliti : Menurut Bapak, apa penyebab dari kesulitan-kesulitan tersebut?

Guru : Sebenarnya banyak faktor yang mempengaruhi, diantaranya yaitu kurangnya

exposure dalam membaca teks berbahasa Inggris. Mereka belum terbiasa
membaca teks dan juga jarang menemukan kosakata tertentu sehingga
menyulitkan mereka dalam memahami isi teks.

9. Peneliti : Upaya apa yang dilakukan untuk mengatasi kendala tersebut?

Guru : Untuk mengatasi keterbatasan kosakata siswa, saya meminta siswa untuk
menulis kosakata yang mereka anggap sulit, lalu mereka harus membuat
beberapa kalimat baru dengan menggunakan kosakata tersebut. Jadi, kosakata
tersebut langsung mereka aplikasikan kedalam kalimat. Sementara untuk
mengidentifikasi ide pokok, saya meminta mereka untuk menyebutkan ide
penting dalam teks.

10. Peneliti : Bagaimana respon siswa dalam menerima materi pelajaran dengan
menggunakan metode atau model pembelajaran yang Bapak gunakan?

Guru : Dengan cara seperti itu, siswa cenderung cepat memahami dan mengingat
kosakata baru. Sehingga, jika dilain waktu menemukan kosakata tersebut
dalam teks, mereka bisa memahami.

11. Peneliti : Apakah metode tersebut efektif dalam meningkatkan pemahaman siswa?
 94

Guru : Secara umum cara tersebut bisa meningkatkan pemahaman mereka, cara
tersebut juga bisa membantu mereka mengingat kosakata yang sering muncul
dalam sebuah teks. Namun pada pelaksanaannya, beberapa siswa mudah
bosan sehingga proses pembelajaran terkadang kurang efektif.

12. Peneliti : Menurut Bapak, jika saya melakukan penelitian untuk meningkatkan
kemampuan membaca siswa, kira-kira teknik apa yang cocok?

Guru : Mungkin akan efektif jika teknik membaca yang digunakan mencakup pre-
reading, during reading and post-reading activities sehingga siswa akan bisa
memahami teks bahasa Inggris baik yang sederhana maupun kompleks.
 95

Transkrip Wawancara Siswa Sebelum Pelaksanaan Penelitian Tindakan Kelas

1. Peneliti : Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran

Bahasa Inggris di kelas?

Siswa 1 : Enak miss, walaupun materinya semakin lama semakin susah.

Siswa 2 : Enak miss, tapi kadang materinya susah. Kadang pemahaman saya juga
tergantung sama cara guru ngajar.

Siswa 3 : Biasa aja miss, karena saya kurang suka Bahasa Inggris, tapi saya pengen
bisa miss.

2. Peneliti : Berapa standar KKM untuk mata pelajaran Bahasa Inggris? Dan berapa nilai
yang kamu peroleh?

Siswa 1 : 76 miss. Alhamdulillah diatas KKM.

Siswa 2 : 76 miss. Diatas KKM tapi melampaui cuma sedikit.

Siswa 3 : 76 miss. Alhamdulillah kadang diatas KKM tapi kadang juga enggak. Kalo
diatas KKM juga selisih sedikit doang miss.

3. Peneliti : Skill Bahasa Inggris apa yang kamu anggap sulit?

Siswa 1 : Speaking miss. Reading juga sih.

Siswa 2 : Reading lumayan susah miss.

Siswa 3 : Listening dan Reading miss.

4. Peneliti : Dalam materi Reading, kesulitan apa yang biasanya kamu temui?

Siswa 1 : Sulit mengerti isi teks nya miss.

Siswa 2 : Saya juga miss, apalagi kalo teks nya panjang.

Siswa 3 : Sama miss, isi teksnya susah dipahami.

5. Peneliti : Menurut kamu, hal apa saja yang menjadi penyebab kesulitan tersebut?

Siswa 1 : Kosakata nya banyak yang saya gak tau miss.

 96

Siswa 2 : Kosakata nya banyak yang asing miss, harus bolak balik cek kamus, jadi
lama banget bacanya. Kadang saya juga gak familiar sama isi teksnya.

Siswa 3 : Saya kalo baca lama banget miss. Harus bolak balik teks dulu baru beneran
paham.
 97

Transkrip Wawancara Guru Setelah Pelaksanaan Penelitian Tindakan Kelas

1. Peneliti : Bagaiamana tanggapan Bapak mengenai kondisi siswa dalam

pembelajaran reading setelah teknik SQ3R diterapkan?

Guru : Setelah penelitian tindakan kelas yang anda lakukan selesai, keadaan
siswa-siswi di kelas XI IPS 1 perlahan berubah. Pandangan mereka
mengenai mata pelajaran Bahasa Inggris sedikit demi sedikit mulai
berubah. Mereka tidak mengangap Bahasa Inggris sesulit apa yang
mereka pikirkan dulu, terlebih lagi setelah teknik SQ3R anda terapkan.
Mereka tertantang untuk menguasai suatu teks Bahasa Inggris, bahkan
untuk teks yang cukup panjang.

2. Peneliti : Bagaimana kemampuan pemahaman membaca siswa Bapak setelah

teknik SQ3R diterapkan?

Guru : Kemampuan mereka cenderung meningkat, hal tersebut terbukti dari hasil
tes mereka. Nilai mereka dari pre-test, post-test 1 dan post-test 2
mengalami peningkatan. Semoga mereka bisa termotivasi untuk terus
meningkatkan nilai mereka.

3. Peneliti : Apakah Bapak termotivasi untuk menggunakan teknik SQ3R dalam

pembelajaran reading selanjutnya?

Guru : Ya, saya rasa teknik ini cukup baik untuk diaplikasikan. Teknik ini bisa
digunkan dalam pembelajaran reading selanjutnya.
 98

Transkrip Wawancara Siswa Setelah Pelaksanaan Penelitian Tindakan Kelas

1. Peneliti : Bagaimana tanggapan kamu terhadap proses membaca teks Bahasa Inggris
dengan menggunakan teknik SQ3R yang sudah dilaksanakan?

Siswa 1 : Enak miss, kita jadi lebih paham teksnya. Gak cuma ngerti secara umum aja,
tapi informasi detailnya juga jadi tau.

Siswa 2 : Lebih ngerti teks nya secara mendalam miss. Terus juga jadi terlatih
mengingat informasi-informasi yang kita baca, jadinya setelah baca gak
langsung lupa teksnya.

Siswa 3 : Sama miss, pemahaman saya jadi lebih mendalam.

2. Peneliti : Bagaimana hasil perolehan nilai kamu dalam Bahasa Inggris setelah
menggunakan teknik SQ3R?

Siswa 1 : Alhamdulillah naik terus miss. 60, 80, 90.

Siswa 2 : Tes pertama sama kedua masih dibawah KKM miss. Tapi di tes terakhir
alhamdulillah dapet 85.

Siswa 3 : Saya juga naik terus miss.

3. Peneliti : Apakah nilai yang kalian dapatkan sudah melampaui KKM?

Siswa 1 : Sudah miss. Di tes yang kedua sama ketiga sudah melampaui KKM.

Siswa 2 : Kalo saya di tes pertama sama kedua masih dibawah 76 miss. Tapi tes yang
ketiga udah diatas KKM.
 99

Siswa 3 : Saya juga miss, tes pertama dan kedua masih dibawah KKM, tapi yang
ketiga sudah melebihi.

4. Peneliti : Kesulitan apa yang kamu temui ketika menggunakan teknik SQ3R?

Siswa 1 : Awalnya aja sih miss bingung waktu bikin pertanyaan. Bingung nebak-
nebaknya.

Siswa 2 : Awalnya bingung di tahap review, tapi selanjutnya malah saya seneng tahap
itu, soalnya bikin paham banget.

Siswa 3 : Sulit saat harus nulis key points sih miss, menguji ingatan saya. Tapi kalau
udah tau key points nya jadi gampang.

5. Peneliti : Apa harapan kamu mengenai pembelajaran reading kedepannya?

Siswa 1 : Semoga teknik ini bisa dipake lagi miss.

Siswa 2 : Iya miss sama. Semoga di jenis-jenis teks selanjutnya teknik SQ3R bisa
dipake biar pemahaman kita jadi bagus.

Siswa 3 : Kalo saya sih teknik apa aja miss, yang penting bisa memudahkan dalam
memahami teks.
 100

Appendix 6

Examples of Report Text

Kangaroo

A kangaroo is an animal found only in Australia, although it has a smaller

relative, called wallaby, which lives on the Australian island of Tasmania and also in
New Guinea.
Kangaroos eat grass and plants. They have short front legs, but very long and
very strong back legs and a tail. These they use for sitting up on and for jumping.
Kangaroos have been known to make forward jumps of over eight meters, and leap
across fences more than three meters high. They can also run at speeds of over 45
kilometers per hour. The largest kangaroos are the Great Grey Kangaroo and the Red
Kangaroo. Adults grow to a length of 1.60 meters and weight over 90 kilos.
Kangaroos are marsupials. This means that the female kangaroo has an external
pouch on the front of her body. A baby kangaroo is very tiny when it is born, and it
crawls at once into this pouch where it spends its first five months of life.
 101

Snake

Snakes are carnivores. Snakes are found on every continent of the world except
Antarctica. There are around 3000 different species of snake. Some sea snakes can
breathe partially through their skin, allowing for longer dives underwater. Anacondas
are large, non-venomous snakes found in South America that can reach over 5 m (16
ft) in length. Python reticulates can grow over 8.7 m (28 ft) in length and are
considered the longest snakes in the world.
Snakes don’t have eyelids. Snakes smell with their tongue. Snakes have flexible
jaws which allow them to eat prey bigger than their head. Snakes have internal ears
but not external ones.
Snakes have a unique anatomy which allows them to swallow and digest large
prey. Snakes are covered in scales. Snakeskin is smooth and dry. Snakes shed their
skin a number of times a year in a process that usually lasts a few days. Some species
of snake, such as cobras and black mambas, use venom to hunt and kill their prey.
Pythons kill their prey by tightly wrapping around it and suffocating it in a process
called constriction.
 102

Geyser

A geyser occurs when rainwater seeps into the ground and volcanic magma
beneath the surface heats it. The rainwater then turns into steam. The pressurized
steam rises to the surface and bursts out as a geyser.
Yellowstone National Park has more geysers than all of the rest of the world
together. The most famous of these geysers is Old Faithful, which erupts in a high arc
of steam about once an hour.
There have not been any volcanic eruptions in the Yellowstone area for 70.000
years. However, the existence of the geyser is proof that the area is volcanically
active.
 103

Alpha Centauri

Alpha Centauri is a triple-star system. One of the three stars in Alpha Centauri
is Proxima Centauri, which is the nearest star to the earth, except of course for the
sun. The name “Proxima” comes from a Latin word which means “close”.

Even though Proxima Centauri is the closest star to the earth outside of our
solar system, it is not really close. Interstellar distances are so large that they are
almost impossible to imagine. A person traveling in a modern spacecraft would not
arrive at Proxima Centauri within this lifetime, or the next, or even ten lifetimes
because the distance is so great. Light travels at a speed of 186.000 miles per second,
and it still takes light more than four years to travel from Proxima Centauri to the
earth.
Alpha Centauri can be easily seen in the night sky without a telescope from
certain parts of the earth. It is the third brightest star in the sky, out of approximately
6.000 visible stars. It cannot be seen from most parts of the United States because
most of United States is too far north; however, it can be seen from the southern parts
of the southernmost states.
 104

Oil

Oil, like coal and natural gas, is a fossil. Fuel fossils are made from the remains
of dead plants and animals. It is thought that oil comes from tiny plants and animals
whose bodies fell in their millions to the seabed when they died. There they were
covered by sand and mud, which later hardened into rocks. In the course of millions
of years, the plant and animal materials underwent chemical changes and eventually
turned into oil.
Oil deposits are lay hidden deep beneath the surface of earth. They have to be
searched for. Unless the oil actually comes to the surface, it is impossible to be
certain that any is present. The during demand for oil products keeps the oil
companies busy exploring new oil fields, and drilling new wells. Exploration teams
are sent to distant regions to search for oil. If the exploration shows good results, the
company decides to drill a well. Thus the exploration phase ends, and the production
phase begins.
At the beginning of the production phase, gas pressure from below causes the
crude oil to gush to the surface with great force. After some time, however, the gas
pressure is less, and a pumping station must be built to bring up the oil. Wells
continue to produce oil for several years until productions become so tow that must
be abandoned.
Crude oil has to be transported to a refinery to be made into the many products
that are useful to man, such as patrol, kerosene, diesel oil, lubricants, and asphalt.
Further, processing gives aviation fuel, greases, fertilizers, insecticides, man-made
fibers and many other things. The oil industry has a very complex and widespread
distribution system. Ocean tankers, pipelines, rail tankers, and road tankers are used
to bring the oil products to sea-ports, inland depths, can and drum factories, and to
tens of thousands of petrol stations in cities and along motorways. More than any
other, the oil industry influences the lives of men and women everywhere, from the
largest to the simplest home, whose need may only be kerosene for its lamps and
stoves.
 105

Appendix 7
Pre-Test

Global Warming
Global Warming is the rise in the average temperature of the earth atmosphere.
It began since 1980 after revolution Industry has applied, Industry started to produce
many pollution. Based on IPCC (Intergovernmental Panel on Climate Change), it
shown that the earth atmospheric temperature has increased 0.76OC in 2005.
There are many causes of Global Warming, but the most influence is
greenhouse gasses. Human activities such as burning fossil fuel produce waste gas
which is carbon dioxide. Carbon dioxide gas convert the earth atmosphere which
makes the sunlight that entered to the earth are trapped and cannot be reflected to the
space. As the result, the temperature of the earth is raising and earth is getting hotter.
Global warming will cause some problem such as increasing hurricanes due to
increasing speed of wind, massive crop failure as the effect of climate change.
Species extinction and increasing the sea level as the result of melting process in
polar. Latest news from green peace about global warming is so shocking. They
estimated that in 21 century there will be increasing in the sea level for about 19-95
cm, the increasing of sea level about 1 meter can cause one island can be lose.

http://englishadmin.com/2012/11/globalwarming-as-example-of-report-text.html
 106

Appendix 8

Post-Test 1

Tornado
Tornados are known as one of the most damaging disasters. A tornado is a very
powerful column of winds which spirals around a center of low atmospheric pressure.
A tornado will look like a large black funnel which hangs down from a storm cloud.
The name “tornado” derives from the Latin “tonare”. It means “to thunder.” In
addition, the Spanish developed the word into “tornear” which means “to turn” or “to
twist”. This is why a tornado is sometimes called twister or cyclone.
The winds inside a twister can spin around at speeds up to 500 miles an hour, but
it usually travels at roughly 300 miles an hour. This speed twisting makes a tornado
the most dangerous storm. The average tornado has a diameter of about 200 to 300
yards. The smaller tornadoes are known as satellite tornados. These small offspring,
about 50 yards across, can be very fierce and do lots of damage.
The forming of a tornado can be very quick. Sometimes it can form in a minute
or less. A tornado can travel across the ground at high speeds, then it can suddenly
vanish. Most tornados last less than twenty minutes and travel less than 15 miles.
However, the super storms sometimes travel over 100 miles before they are
exhausted.

http://englishadmin.com/2012/11/tornadoes-as-example-of-report-text.html
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Appendix 9

Post-Test 2

Volcano
Volcanic eruptions have caused some of the worst disasters in the world. They
can wipe out entire cities and kill thousands of people. The name of volcano comes
from Roman term. It derives from “vulcan” which is the name of Roman fire god.
Romans believed that Vulcan lived on a volcanic Italian coast. Romans called the
island “vulcano”.
According to scientists, volcanic eruptions are divided in to four basic groups.
They are commonly known as Hawaiian, Strombolian, Vulcanian and Peleean. The
term of Hawaiian eruptions are named after the volcanoes in Hawaii. These volcanic
eruptions are the least violent type. They produce highly fluid lava which flows
quietly. This gradually builds up a shield volcano.
Strombolian eruptions are named after Stromboli. These result from the
constant release of gas from the magma. As the gas escapes, it produces tephra that
piles up, turning into a cinder cone. Strombolian eruptions happen when sticky
magma plugs the central vent. This makes the magmatic gas build up pressure until it
blasts. The magma is turned into volcanic dust and bombs.
Vulcanian eruption which comes from the ancient Roman belief, are more
violent than the strombolian eruption. Vulcanian eruption happens and brings magma
which is more viscous. Vulcanian explosions are usually larger and noisier than the
Strombolian eruptions.
Paleean eruptions are famous as the most violent kind of volcanic eruptions.
The name of paleean comes from the eruption of Mount Pelee, Martinique in 1902. It
killed almost 38 thousands people. A Peleean eruption occurs when the magmatic gas
build up tremendous pressure. This causes violent explosions with glowing clouds of
hot ash and dust.

http://englishadmin.com/2012/11/example-of-report-text-about-volcano.html
 108

Appendix 10

SQ3R Worksheet
1. Survey

Look at the title, abstract/introduction, all headings, figures, and conclusion.

What is the text about?

___________________________________________________________________________

What topics are included?

___________________________________________________________________________

___________________________________________________________________________

2. Question

Write questions about the main topics in the section.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Read

Read the text and find the answers to your questions.

4. Recite

Without looking at the text, note the key points and write your answers by using your own
words.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
 109

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. Review

Write a short summary of the text. The summary should be about 5-7 sentences in length.
Make sure that it identifies the key topics and points.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Adopted from: www.roselab.sci.waseda.ac.id

 110

Appendix 11

Article/Textbook Notes
Taking notes from an article or textbook
Needs Improvement Acceptable Good Best
1 point 2 points 3 points 4 points
Survey of Text Needs Improvement Acceptable Good Best
Uses Headings, Students list very few or Students list several text Students list many text Student lists all text
Subdivisions, and/or no text headings, sub- headings, sub-headings, headings, sub-headings, headings, sub-headings,
Other Features from headings, and/or features and/or features but only and/or features properly and/or features properly
Article or Textbook within assigned pages. about half. within assigned pages. within assigned pages.

Questions Needs Improvement Acceptable Good Best

Questions are direct and Students list one good Students list two good Students list three good Students list four or more
explain the notes that question per section. questions per section. questions per section. good questions per section.
follow

Cite/Notes Needs Improvement Acceptable Good Best

Notes explain the Students list one good Students list two good Students list three good Students list four or more
important information in note from the reading notes were about the notes about the reading. good notes about the
each paragraph reading. reading.
 111

Answers Needs Improvement Acceptable Good Best

Answers to questions that Student has not answered Student has not answered Student has answered all Student’s answers are clear,
relate to notes generated all questions or has all the questions. Answers the questions. Answers relevant and show a good
from reading the text answered no questions. are not clear and relevant are clear and relevant, understanding of the topic.
to the topic although they do not
show any depth of
understanding.
Review Needs Improvement Acceptable Good Best
The review re-states what Students review through Students review through Students review through Students review through
the reading was about stating, in their own stating, in their own stating, in their own stating, in their own words,
through the student's own words, one interesting words, two interesting words, three interesting four or more interesting
response to the assigned fact from the reading. facts from the reading. facts from the reading. facts from the reading.
reading.

Adopted from: http://www.rcampus.com

 112

Appendix 12

STUDENTS’ SCORE

No Participants Pre-Test Post-Test I Post-Test II

Score Score Score
1 Student 1 55 65 80
2 Student 2 60 70 80
3 Student 3 55 70 80
4 Student 4 60 80 90
5 Student 5 60 75 85
6 Student 6 50 75 85
7 Student 7 60 80 90
8 Student 8 50 65 75
9 Student 9 55 65 75
10 Student 10 80 85 95
11 Student 11 60 75 80
12 Student 12 60 75 80
13 Student 13 60 70 80
14 Student 14 50 65 75
15 Student 15 70 80 85
16 Student 16 75 85 90
17 Student 17 50 70 80
18 Student 18 65 70 80
19 Student 19 60 70 85
20 Student 20 60 70 85
21 Student 21 65 85 95
22 Student 22 60 85 95
23 Student 23 55 70 75
24 Student 24 60 70 80
25 Student 25 60 75 80
26 Student 26 60 80 90
27 Student 27 50 85 90
28 Student 28 80 80 95
29 Student 29 50 70 85
30 Student 30 50 70 75
31 Student 31 55 80 85
32 Student 32 60 75 80
 113

33 Student 33 50 70 85
34 Student 34 75 85 85
35 Student 35 80 85 90
36 Student 36 55 65 70
Total 2160 2690 3010
Mean 60 74.7 83.6
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMAN 1 Parung

Mata pelajaran : Bahasa Inggris
Materi : Factual Report Text
Kelas/Semester : XI/I
Alokasi Waktu : 6 x 45 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks ilmiah faktual (factual report ) dengan menyatakan dan
menanyakan tentang teks ilmiah faktual tentang orang, binatang, benda, gejala
dan peristiwa alam dan sosial, sederhana, sesuai dengan konteks pembelajaran
di pelajaran lain di Kelas XI.

4.13 Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis,
sederhana, tentang orang, binatang, benda, gejala dan peristiwa alam dan
sosial, terkait dengan mata pelajaran lain di Kelas XI.

C. Indikator

1.1.1 Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.

2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.

3.9.1 Siswa dapat menyebutkan karakteristik report text.

3.9.2 Siswa dapat menjelaskan struktur report text.

3.9.3 Siswa dapat mengurutkan paragraf acak dari report text yang diberikan
menjadi paragraf yang benar sesuai dengan urutan struktur teks.

3.9.4 Siswa dapat menemukan unsur-unsur kebahasaan dari report text yang
diberikan.
 3.9.5 Siswa dapat merangkum isi report text yang telah dibaca.

4.13.1 Siswa dapat mengidentifikasi informasi faktual berdasarkan yang berkaitan

dengan teks yang diberikan.

4.13.2 Siswa dapat mengoreksi ringkasan report text yang dibuat oleh teman.

D. Materi Pembelajaran

1. Pengertian
Report Text adalah jenis teks yang yang mendeskripsikan tentang fenomena
alam maupun fenomena sosial di kehidupan sekitar setelah melewati tahap
observasi.

2. Fungsi Sosial
Mendeskripsikan unsur-unsur ilmiah mengenai benda, binatang, serta fenomena
alam dan sosial.

3. Struktur Teks
a) General Classification
Menjelaskan pernyataan umum yang menerangkan subjek penelitian dan
klasifikasinya.
b) Description
Memberikan gambaran mengenai fenomena-fenomena yang terjadi, seperti
bagian-bagiannya, sifat-sifatnya, kebiasaan atau tingkah lakunya yang
disajikan secara ilmiah.

Antibiotics

General Antibiotic is a drug produced by certain microbes. Antibiotics

Classification destroy other microbes that damage human tissues. They are used to
treat a wide variety of diseases, including gonorrhea, tonsillitis and
 tuberculosis.
Antibiotics are sometimes called ‘wonder drugs’ because they
can cure diseases such as meningitis, pneumonia and scarlet fever. But
when the antibiotics are overused, or misused, these drugs make a
person sensitive being attacked by a superbug. Antibiotics do not
always distinguish between harmless and dangerous microbes. If a
drug destroys too many harmless micro-organisms, the pathogenic
ones -the dangerous microbes- will have a greater chance to multiply.
Description This situation often leads to the development of a new infection
called superinfection. Extensive use of some antibiotics may damage
organs and tissues. For example, streptomycin, which is used to treat
tuberculosis, has caused kidney damage and deafness.
Resistance to antibiotics may be acquired by pathogenic
microbes. The resistant microbes transfer genetic material to non-
resistant microbes and cause them to become resistant. During
antibiotic treatment, non-resistant microbes are destroyed, but resistant
types survive and multiply.
To avoid the side effect of antibiotics, you'd better not urge
your doctor to prescribe antibiotics. Keep in mind that antibiotics are
only useful for bacterial infections and have no effect on viruses, so
they cannot be used for children pox, measles, and other viral diseases.
E. Model Pembelajaran

Pendekatan : Scientific Approach

Teknik : SQ3R

F. Kegiatan Pembelajaran

1. Pertemuan 1-3 (3 x 45 menit)

No Kegiatan Deskripsi Alokasi Waktu

1. Pendahuluan a. Guru mengambil perhatian siswa dengan

mengucapkan salam dan membimbing
siswa untuk berdoa bersama untuk
menanamkan karakter religius.
b. Guru mengecek kehadiran siswa dan 5 menit
mengkondisikan siswa dalam posisi siap
menerima pelajaran untuk menanamkan
karakter disiplin.
c. Guru menyampaikan langkah kegiatan
pembelajaran yang akan dilakukan siswa
selama pembelajaran.
d. Siswa fokus mendengarkan guru
menyampaikan tujuan dan manfaat
pembelajaran.

2. Inti Mengamati
a. Guru menanyakan apa yang diketahui oleh
siswa tentang jenis-jenis teks, lalu
mengarahkan siswa melalui pertanyaan
tentang report text. 5 menit
b. Siswa menyimak penjelasan dari guru
mengenai pengertian, fungsi sosial, struktur
dan unsur kebahasaan dari report text.
c. Siswa diberikan contoh report text beserta
strukturnya.
 Menanya
a. Siswa diarahkan untuk menanyakan
tentang fungsi sosial, struktur dan unsur
5 menit
kebahasaan dari report text.
b. Siswa diarahkan untuk menanyakan
perbedaan report text dan descriptive text.

Mengeksplorasi
a. Masing-masing siswa diberi report text,
lalu mereka diminta menentukan struktur
teks tersebut.
b. Siswa diminta untuk melihat teks sekilas
(surveying), lalu siswa diminta untuk
membuat pertanyaan (questioning). 10 menit
c. Siswa diminta untuk membaca teks lalu
menutup teks tersebut setelah selesai
membaca.
d. Siswa diminta menulis point penting dari
teks tersebut, kemudian menjawab
pertanyaan yang telah mereka buat
(reciting).

Mengasosiasi
a. Guru membimbing siswa dalam untuk
melakukan tahapan SQ3R.
b. Siswa membuat ringkasan dari teks yang 10 menit
telah mereka baca. Siswa juga mengoreksi
apakah jawaban mereka telah sesuai
dengan teks yang diberikan.

Mengkomunikasikan
a. Perwakilan siswa diminta membacakan 5 menit
hasil ringkasan mereka di depan kelas.

3. Penutup a. Guru memberi komentar serta feedback

dari seluruh proses pembeljaran.
b. Guru membuat kesimpulan pembelajaran
5 menit
dengan melibatkan siswa.
c. Guru memberikan arahan kepada siswa
 untuk melanjutkan pembelajaran secara
mandiri di luar kelas.
d. Guru mengucapkan salam.

2. Pertemuan 4-6 (3 x 45 menit)

No Kegiatan Deskripsi Alokasi Waktu

1. Pendahuluan a. Guru mengambil perhatian siswa dengan

mengucapkan salam dan membimbing
siswa untuk berdoa bersama untuk
menanamkan karakter religius.
b. Guru mengecek kehadiran siswa dan 5 menit
mengkondisikan siswa dalam posisi siap
menerima pelajaran untuk menanamkan
karakter disiplin.
c. Guru menyampaikan langkah kegiatan
pembelajaran yang akan dilakukan siswa
selama pembelajaran.
d. Siswa fokus mendengarkan guru
menyampaikan tujuan dan manfaat
pembelajaran.

2. Inti Mengamati
a. Guru menanyakan apa yang diketahui oleh
siswa tentang teknik SQ3R.
b. Siswa diperlihatkan video singkat mengenai
penjalasan dan langkah-langkah teknik 5 menit
SQ3R.
c. Siswa menyimak penjelasan dari guru
mengenai pengertian dan langkah-langkah
dalam teknik SQ3R.

Menanya
a. Siswa diarahkan untuk menanyakan tentang
langkah-langkah dalam teknik SQ3R. 3 menit
 Mengeksplorasi
a. Siswa diminta untuk melihat teks sekilas
(surveying), lalu siswa diminta untuk
membuat pertanyaan (questioning).
b. Siswa diminta untuk membaca teks lalu
menutup teks tersebut setelah selesai 15 menit
membaca.
c. Siswa diminta menulis point penting dari
teks tersebut, kemudian menjawab
pertanyaan yang telah mereka buat
(reciting).

Mengasosiasi
a. Guru membimbing siswa untuk melakukan
tahapan SQ3R.
b. Siswa membuat ringkasan dari teks yang
telah mereka baca. 10 menit
c. Siswa diminta menukar lembar kerja
dengan teman disebalahnya, lalu mereka
diminta untuk melakukan peer correction.

Mengkomunikasikan
a. Perwakilan siswa diminta membacakan 3 menit
hasil ringkasan mereka di depan kelas.

3. Penutup a. Guru memberi komentar serta feedback

dari seluruh proses pembeljaran.
b. Guru membuat kesimpulan pembelajaran
4 menit
dengan melibatkan siswa.
c. Guru memberikan arahan kepada siswa
untuk melanjutkan pembelajaran secara
mandiri di luar kelas.
d. Guru mengucapkan salam.
G. Media / Alat dan Sumber Belajar

Media : Laptop, Projektor

Sumber : Internet resources

I. Penilaian

(Rubrik Penilaian Teknik SQ3R)

Bogor, 12 Agustus 2016

Mengetahui,
Guru Mata Pelajaran Mahasiswa

H. Badrudin, S.Pd. Akira Puteri

NIP. 195706121981111001 NIM. 1112014000006
 126

Appendix 17

References Examination Paper

Name : Akira Puteri

NIM : 1112014000006

Title : Improving Students’ Reading Comprehension of Report Text through

SQ3R Technique

No References Advisor 1 Advisor 2

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7. Elder, Janet. Entryways into College Reading and

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Appendix 18

Pictures
131